
Class L" BlO^ 
Book. ■ W 5 5 



GlpghtN?.. 



CQEBUGHT DEPOSIT. 



MODERN SERIES ON 

STUDY AND ASSIMILATIVE READING 

EDITED BY J. A. WILEY 



PRACTICE EXERCISES 

IN SUPERVISED STUDY AND 

ASSIMILATIVE READING 



A GUIDE FOR DIRECTING 

THE FORMATION OF EFFICIENT 

STUDY HABJTS 

BY 

Ay 

]f At WILEY 

Department of Education 
Iowa State Teacher* College 



PUBLISHED AND DISTRIBUTED BY 

PROFESSOR J. A. WILEY 

IOWA STATE TEACHERS COLLEGE 

CEDAR FALLS, IOWA 



&§*■ 



Copyright 1922 by James Alvin Wiley 
All rights reserved 



PRINTED IN THE UNITED STATES OF AMERICA 



SEF 

.A681776 



PREFACE! 

Suggested Uses of the Foofc 

This book is prepared for the guidance of those 
teachers who wish to give definite training for im- 
proving the study habits of their pupils. It can 
readily be used as the basis of a correspondence 
course for the professional improvement of teachers 
in the service, or it may be used in teacher-training 
classes as the basis for giving prospective teachers 
preliminary training in the supervision of study. It 
will doubtless find its widest use as an aid in the 
individual teacher's attempt to improve the study 
habits of her own pupils through systematic train- 
ing. 

The book shows not only how study activities 
may be effectively directed, but also how tlie recita- 
tion period may be used for properly supplementing 
the results secured during the study period. The 
activities of the study period and those of the recita- 
tion period must supplement and re-infbrce one an- 
other at every possible opportunity, if the best re- 
turns are to be secured from both periods. 

The suggested practice exercises can be used to A 
advantage in connection with any content subject 
from the fifth grade on up through high school. Of 
course the degree of emphasis placed upon each type" 



4 EXERCISES IN STUD¥ AND READING 

of exercise will vary as we pass to the higher grades. 
Many of the exercises may be found helpful for those 
college students who have not had adequate training 
in how to study. The exercises are intended for use 
in connection with content subjects which employ 
largely the thought-getting type of study. They will 
also be found to be especially useful in connection 
with upper grade reading of the assimilative type. 
The writer has used this material with his Educatio- 
nal Psychology class for the two-fold purpose of mak- 
ing his students better acquainted with the nature of 
the thought-getting process, and of putting before 
them effective methods of supervising study. The 
discussions were put before the class in lecture form, 
and the procedures were illustrated and discussed by 
the teacher. 

These exercises were first used in mimeographed 
form as the basis of a correspondence course for voca- 
tional teachers in the service. The directions for re- 
porting were used as the means of keeping us in touch 
with the course as it was being carried out by the 
teachers. The directions have been retained for the 
use of those departments which may wish to use this 
book as the basis of a similar correspondence course. 
Those teachers who wish to use the exercises merely 
for their own purposes in improving the study habits 
of their pupils can disregard the directions for re- 
porting. But, even in such cases, it will prove very 
helpful to carry out the tests and checking-up, for 
the two-fold purpose of keeping up interest and keep- 
ing informed upon the progress being made. 



PEEFACE 5 

Study Involves Specific Study Habits 

This book is constructed on the theory that skil- 
ful study involves the use of a great variety of spe- 
cific study habits, each of which must be built up in 
conformity with the laws of habit formation. We do 
not acquire a habit by being told about the proce- 
dures involved, but rather by practicing those proce- 
dures over and over until they are perfected and re- 
duced to the habit level. Likewise, in learning to 
study, pupils must first be shown how to use each of 
the better specific study procedures, and then they 
must be directed through sufficient practice exercises 
to habituate these study procedures. 

Study Habits Established through Directed 
Practice Exercises in Studying 

Published books on how to study have given us 
much help in connection with the study problem by 
pointing out the various conditions favorable for ef* 
ficient study, by explaining the meaning of study, by 
characterizing the various types of study, and by 
telling us how to study. But the mere setting forth 
of these matters is not enough to insure the develop- 
ment of efficient study habits. The telling must first 
be demonstrated, and then followed up by directed 
practice until the particular study procedure be- 
comes more or less habituated. Provision for super- 
vised practice exercises on selected study procedures 
of established standing seems to be urgently needed 
as the most practical approach to the solution of the 



6 EXERCISES IN STUDY AND READING 

study problem. This book attempts to meet that need 
in connection with some of the commoner procedures 
used in the reading type of study. 

The types of training included have been selected 
from a list of some sixty-four of the better types of 
training in use in connection with silent reading. The 
writer first worked out the original list in synoptical 
form as a term paper at the University of Chicago 
in the fall of 1920. During the spring semester of 
1922 much of the material of this book was used 
as the basis of a correspondence course for the profes- 
sional improvement of the North Carolina State Col- 
lege graduates who were teaching vocational agricul- 
ture in high schools. The course met with the universal 
approval of those teachers who used it, and many 
other teachers sent in requests for the outlines, so 
that it seemed advisable to reorganize and expand the 
material for publication. The book necessarily treats 
a limited number of the more important study proce- 
dures. In time the writer hopes to treat the balance 
of the original list in a similar way. This book is in- 
tended as the first of a series of books setting forth 
practice exercises in various types of study. 

Origin of the Plan of Approach 

For a number of years the writer has been in- 
terested in the problem of teaching pupils how to 
study, and he has been impressed by the lack of def- 
inite guidance in handling this problem. The theo- 
retical discussions of study sound well enough, but the 
pupils have great difficulty in finding a way to put 



PREFACE 



the discussions into actual practice. In instructing 
prospective teachers in methods of teaching children 
how to study, the writer has been struck by the utter 
helplessness of the majority of such students when it 
comes to planning and carrying out study exercises 
appropriate to the theoretical discussions usually 
given by books on study. What inexperienced teach- 
ers need is systematized guidance in planning and 
carrying out the more important types of study pro- 
cedure. Enough discussion is needed to show the 
fundamental purposes and theories underlying the 
various exercises proposed. 

By drawing upon the principles accumulated 
from the study of Methods and Educational Psycho- 
logy for a number of years, beginning in the normal 
school and extending through three years of graduate 
work in the university, and by adjusting these prin- 
ciples to the practical experiences gained through 
eleven years of teaching experience involving prac- 
tically every stage in our school system from country 
school to college teacher of Methods and Educational 
Psychology, the writer has evolved the exercises and 
discussions suggested in this book, as the practical 
means of meeting the above stated needs in connect- 
ing with some of the more important study proce- 
dures. It is realized that the exercises here proposed 
constitute only an imperfect beginning in this new 
field, but it is hoped that they may stimulate the 
formulation of further and better exercises along this 
supremely important line. 



8 EXERCISES IN STUDY AND READING 

Acknowledgments 

The writer wishes to express his special obliga- 
tion to Professor S. C. Parker and Dean W. S. Gray, 
of the University of Chicago, to Professor L. E. Cook, 
head of the Department of Vocational Education in 
the North Carolina State College of Agriculture and 
Engineering, and to Professor M. M.Maynard of Mon- 
mouth College. Professor Parker not only encour- 
aged the preparation of the material for publication, 
but also went over the manuscript and made many 
valuable suggestions relative to the final form of the 
material. Dean Gray read a part of the manuscript 
and made helpful suggestions relative to the clarifi- 
cation of the problems treated. Professor Cook read 
the material in its preliminary form and made sug- 
gestions looking to the adaptation of the material to 
the needs of vocational schools. Professor Maynard 
read the final manuscript and criticised it from the 
grammatical standpoint. 

The writer has gathered many helpful sugges- 
tions from various magazine articles which deal with 
present-day methods of teaching silent reading, and 
from various textbooks on Educational Psychology 
and Methods. To these he can express his obligation 
only in a general way. 

Finally, the writer wishes to recognize his great 
obligation to his wife, Eulalia Wilson Wiley, who of- 
fered helpful criticisms and suggestions in connection 
with each of the various sections of this material. 



CONTENTS 

Page 

PEEFACE 3 

SUPPLEMENTARY MATERIALS NEEDED 10 

I. INTRODUCTION 11 

PART I 
GENERAL PROBLEM OF RAPID THOUGHT GETTING 
II. PRELIMINARY TESTING OF SPEED AND 
COMPREHENSION FOR DIAGNOSIS AND MO- 
TIVATION 30 

III. TRAINING TO INCREASE THE VISUAL SPAN 
AND THE SPEED WITH WHICH PUPILS 
"SEE" WORDS 38 

IV. TRAINING IN GETTING THOUGHT RAPIDLY. 45 

PART II 
SPECIFIC PROBLEMS IN COMPREHENSION 

V. TRAINING TO CONCENTRATE UPON THE 

READING MATTER IN HAND 51 

VI. TRAINING IN MAINTAINING A LONG 

"SPAN" OF ATTENTION 57 

VII. TRAINING IN "VISUALIZING" THE DETAILS 

OF WHAT IS READ 64 

VIII. TRAINING IN GETTING THE MEANINGS OF 

SENTENCES AND PARAGRAPHS 73 

IX. TRAINING TO READ UNDER THE GUIDANCE 
OF A DEFINITE PURPOSE 82 

PART in 
ORGANIZING AND IMPRESSING THOUGHT 
X. TRAINING PUPILS TO PAUSE OCCASIONAL- 
LY FOR SUMMARY AND CONNECTIONS 91 

XI. FINAL TESTING, AND TAKING STOCK OF 
THE ACCOMPLISHMENTS OF THE ENTIRE 

COURSE UP TO THIS POINT 100 

XII. FOLLOW-UP TRAINING IN FITTING THE 
TYPE OF STUDY PROCEDURE TO THE TYPE 

OF STUDY MATERIAL 104 

OUTLINE 107 



SUPPLEMENTARY MATERIALS NEEDED 

I. Testing materials to be ordered before starting the 
course: (See pages listed, for adresses, amounts, etc.) 

(1) Thorndike-McCall Beading Scale, pages 

Form 4, with Tabulation and Directions 

Sheets 32 

Form 2, with Tabulation and Directions 

Sheets 62 

Form 3, with Tabulation and Directions 

Sheets . . . . 101 

(2) Monroe Silent Beading Test, Bevised, 

Test 2, Form 1, with Class Becord Sheets. .. 33 
Test 2, Form 2, with Class Becord Sheets. . . 49 
Test 2, Form 3, with Class Becord Sheets... 101 

(3) Courtis Silent Beading Test, 

Test 2, Form 3, with Becord Slips, Fol- 
ders, etc 33 

Test 2, Form 1, with Becord Slips, Fol- 
ders, etc 44 

Test 2, Form 2, with Becord Slips, Fol- 
ders, etc 101 

II. Special large Tabulation Sheets for recording and 
reporting the data obtained with each test given 
during the course (See footnote page 103). 

III. Correspondence Paper Checking Key for use by de- 
partments using this book as the basis of a corres- 
pondence course. A device calculated to save writ- 
ing, time, and postage, and to render corrective direc- 
tions more effective. (Being prepared by the writer 
for distribution at a nominal price). 



PRACTICE EXERCISES 

IN SUPERVISED STUDY AND 

ASSIMILATIVE READING 



CHAPTER I 

INTRODUCTION 
Main Points of the Chapter 

1. The study problem can be solved only by habituat- 
ing the specific type of study procedure most appropriate 
for each specific type of study material with which pupils 
must deal. 

2. Study habits must be built up in accordance with 
the known principles of habit formation. 

3. Supervised Study involves training in learning under 
the close supervision and guidance of a skilled teacher. 

4. Comprehension in silent reading is the prime requi- 
site in learning to study. 

5. General directions applicable to all the exercises. 

6. Cautions in regard to planning, carrying out, and 
reporting the suggested exercises. 

7. Suggested time distribution of the exercises. 

8. Studying and reciting must constantly suplement 
each other. 

1. The Study Problem 

Efficient studying involves the skilful use of 
those types of study procedure which result in the 
greatest amount of learning in particular study situa- 



12 EXEKCISES IN STUDY AND BEADING 

tions. Inability to learn under school conditions re- 
sults in school failure, retardation, elimination, and. 
many other problems. These evils are observed in 
all the different stages of our educational system. A 
little personal observation on the part of the teacher 
will show that most pupils have very queer notions 
of what study means. Common among the false no- 
tions of the meaning of study is the notion that study- 
ing is synonymous with memorizing. Another false 
notion is that studying consists in merely reading 
over the material a great number of times— a sort of 
' ' exposure ' ' proposition. A little of such observation, 
supplemented by the results obtained with the pre- 
liminary testing, will show both the teacher and the 
class how urgent is the need of giving training for 
developing more efficient study habits. 

There are three general kinds of study activities- 
commonly utilized in our schools. These general 
types frequently overlap, so that they can not be com- 
pletely isolated. First in point of chronological or- 
der, and predominant from the standpoint of fre- 
quency of use, comes the reading type of study. It is 
the predominant type wherever the study material is 
gleaned primarily from printed matter, and it con- 
stitutes an essential element in practically all study- 
ing from the intermediate grades on up through high 
school and college. A second type of study is the 
laboratory demonstration type, in which the study 
material is not taken directly from books, but is got- 
ten mainly through objective observation of the facts 
and principles demonstrated by purposely planned' 



INTRODUCTION 13 



objective experiments. This type of study is becom- 
ing more common in connection with our science 
courses. A third general type of study involves the 
utilization of reflective thinking in connection with 
problem solving and the like. This type overlaps the 
reading type in all those cases where the solution of 
the problem depends primarily upon gathering mater- 
ial through reading printed matter. Indeed a clearly 
stated problem serves as the most effective aid in 
directing the discriminate selection and organization 
of study material. The problem solving method is 
frequently utilized for this purpose throughout this 
book, and is especially emphasized in connection with 
the exercises of the five chapters of Part II. This 
book is devoted primarily to the development of the 
reading type of study, because the reading type is 
not only the most frequently used on its own account, 
but is also a prerequisite to success in most of the 
other types of study. At a later date the writer 
hopes to supplement these exercises with other exer- 
cises intended to give specific training in the other 
two types of study. 

In presenting the suggestions in this book the 
writer does not wish to minimize the supreme im- 
portance of intelligence, health, interest, effort, and 
many other general factors in successful learning. 
Though it will be impossible to go further at present, 
nevertheless it may here be said that these are es- 
sential factors, and that without due attention to 
these all other efforts at training in studying may 
prove futile. 



14 EXEECISES IN STUDY AND BEADING 

2. Habits of Study 

Our activities go on mostly through the func- 
tioning of habit, and habit is, in general, the outcome 
of practice. Education should first determine the 
habits that will be most useful throughout life, and 
then devise and carry out appropriate practice for 
establishing those habits in the lives of the pupils. 
In this age of the printing press, study habits of the 
reading type constitute a very important set of habits 
which will function throughout life. Therefore, our 
first care should be to select those types of study 
procedure which seem most effective in connection 
with assimilative reading and then reduce such proce- 
dures to habit through drill on appropriate practice 
exercises carried out according to the laws of habit 
formation. 

Three essential principles of habit formation 
need brief mention at this point. In the first place, 
we must not depend too much upon establishing gen- 
eral habits. Training for specific habits, that is, prac- 
ticing directly the thing to be done later, yields the 
surest results. This means that pupils must acquire 
study habits by practicing the specific study proce- 
dures in the specific kind of connections in which they 
are to be used later. In the second place, we must 
first make each correct study procedure fully con- 
scious to the pupils, so that they get a clear pattern 
in mind, and then we must put the pupils through 
appropriate practice exercises until the habit level 
is attained. In other words, pupils must learn to 
study by studying correctly until the proper proce- 



INTRODUCTION 15 



dure becomes habituated. Here it must be recognized 
that using knowledge or principles as a guide in prac- 
ticing is one of the best methods of learning. Finally, 
we must take stock of what happens to consciousness 
when we form a habit. With practice the lower cen- 
ters increasingly take over the function of directing 
the activity involved, and thus leave the higher 
thought centers relatively free for new or higher 
types of mental activity. Activities which at first 
engage full conscious attention are gradually taken 
over by the lower centers, and consciousness is cor- 
respondingly set free for attacking further problems. 
Not only is consciousness released for further activi- 
ties, but each stage of habit serves as the stepping 
stone for attaining the next higher stage of develop- 
ment. The response also acquires greater perfection, 
accuracy, sureness, promptness, and strength as habit 
is perfected. This all comes about as results of the 
functioning of the so-called laws of exercise, of which 
frequency and intensity of practice are most im- 
portant. 

These three principles are observed in planning 
the exercises of this book. In the first place, it is 
urged that the exercises be planned and carried out 
as a part of the regular lesson preparation and reci- 
tation, so that pupils may learn to study by practic- 
ing the best study procedures under the direct super- 
vision of the teacher. In agriculture classes this 
means specific supervised practice in learning to study 
the usual types of agricultural material. In history 
classes it means specific practice in studying history, 



16 EXERCISES IN STUDY AND READING 

and so on for each content subject. Similar subjects 
will doubtless require similar study habits, but we can 
not safely rely much upon general training suppos- 
edly applicable to many subjects. We must consciously 
relate the appropriate study procedures to each sub- 
ject and to each phase within each subject. If some 
transfer occurs, so much the better. We must learn 
how to study each type of subject and, indeed, each 
type of study procedure for different phases of the 
same subject. In the second place, this book emphas- 
izes the necessity of starting each typ£ of study pro- 
cedure by first analyzing the process and demonstrat- 
ing how it works. This is accomplished by means of 
introductory demonstration exercises which not only 
give the pupils a pattern to go by, but also analyze 
the procedure in terms of the principles involved. 
Each succeeding practice exercise under each type 
of study should be consciously related to the appro- 
priate guiding principles, until consciousness of the 
principles is gradually supplanted by habit forma- 
tion. Finally, the exercises are, in general, arranged 
on the assumption that with the perfection of each 
type we are better prepared to take up the next type. 
This assumption is especially true of the arrangement 
within each of the eight main divisions. As each 
easier stage is more or less habituated we can turn 
most of our conscious attention to the next higher 
stage. When all of these study procedures are re- 
duced to the habit level, we are then ready to turn 
most of our attention to the higher types of thinking, 
while habit takes care of those elementary study pro- 



INTBODUCTION 17 



cesses which previously demanded so much of our at- 
tention. These study habits are of fundamental im- 
portance just because their perfect functioning sets 
free the mind for the higher types of mental activity. 
Consciousness still directs, but habit executes, and 
executes more promptly and more surely. 

3. The Supervised Study Problem 

Skilful study involves the discriminate selection 
and organization of the thought related to definite 
purposes. The type of procedure employed in stu- 
dying varies not only with the purpose or goal set, 
but also with the type of subject matter, and with 
different individuals dealing with identically the 
same subject matter. Hence, supervised study re- 
quires that we acquaint the pupils with the better 
types of study procedure and give them plenty of 
practice using these in the various phases of each 
subject. This necessitates close supervision and guid- 
ance by a skilled teacher during the time in which 
pupils are gradually becoming able to do their own 
selecting, rejecting, organizing, etc., according to 
purposes and methods of their own choosing. With 
this idea in mind, the writer has selected from the 
great number of study activities those types which 
are thought to deserve immediate attention in con- 
nection with our content courses. It is hoped that the 
performance of these activities in connection with the 
regular class work will serve as the means of reveal- 
ing to both the teacher and the pupils those types of 
study procedure best adapted to the type of work 



18 EXERCISES IN STUDY AND READING 

being pursued and best fitted to the individual pupils 
pursuing such work. The suggestions herein offered 
are in line with present day thought along the various 
lines concerned; but it is hoped that you will consider 
them as only " suggestions ", which doubtless need 
some modifying to meet special problems, and cer- 
tainly need much supplementing through the addi- 
tion of further exercises along similar lines. The 
writer feels sure that these practice exercises can be 
made to contribute very effectively not only to pupil 
mastery of the subject matter of the content courses, 
but also to your own personal benefit. All the teach- 
ers who have used this outline in its preliminary 
form have stated that it greatly aided in the two 
ways mentioned above. The majority of them have 
also stated that it added interest to the pupils' work. 
Supervised study should involve the following 
cycle of steps at each stage of advancement : 

(1) Diagnosis, or preliminary testing and obser- 
vation to discover deficiencies. If no defi- 
ciencies are discovered, we should immed- 
iately take up the next higher stage. 

(2) Removing deficiencies by applying proper 
specific methods of teaching. 

(3) Checking up, or testing again to discover 
whether the specific teaching has removed 
the deficiencies. If the deficiencies have 
been removed, we are ready to go on; but, 
if the deficiencies have not been removed, 
the specific method of teaching should either 
be changed or applied more intensively. 



INTRODUCTION 19 



These exercises have been planned so as to utilize 
the above cycle of steps. At the beginning of the 
course you are asked to make certain observations 
and to give certain standardized tests, in order to 
discover whether there are deficiencies in rate and 
comprehension of reading. Then you are asked to 
put your pupils through certain specific types of 
training intended to remove such deficiencies as are 
discovered. At certain other points of the course you 
are asked to give other forms of the same tests so 
as to get a measure of the pupils' progress and an 
idea of the character of the remaining deficiencies. 
A similar cycle is utilized within the sections of each 
chapter. Every discovered deficiency should be pur- 
sued until eliminated, or at least until a standard 
appropriate for the grade is reached. This may con- 
sume a great deal of time at first; but in the end 
it should save much time and energy, because time 
and energy can be spent more economically when, 
these hindering factors are removed. 

4. Comprehension in Silent Reading- the Prime 
Requisite in Learning to Study 

It has already been indicated above that the* 
reading type of study is of prime importance because 
it is the means of securing data for most of the other 
types of study, and also because it is the most fre- 
quently used type, especially in connection with the 
content subjects. It is evident that a very essential 
part of the material of our content courses lies locked 
up in books, bulletins, magazines, etc., and it iSj, 



■20 EXERCISES IN STUDY AND BEADING 

therefore, necessary that the pupils learn to grasp and 
understand the thought efficiently. The act of grasp- 
ing and understanding the thought is here called 
"comprehension", but even when thus simply defined, 
comprehension remains a very complex process. The 
suggested types of training are proposed as the meana 
of getting at some of the more important elements 
-of this complex. After giving a few general direc- 
tions applicable to all the types of training suggested, 
*he writer will list some eight specific types of train- 
ing in comprehension, and suggest a few types of prac- 
tice exercises suitable for each. It is urged that you 
supplement the lists as fully as possible. 

5. G-enera! Directions 

The exercises in each section listed below should 
be planned and written out in definite form at least 
a week before you expect to give them in class the 
first time. State the book, page, and paragraph on 
which you expect to apply each suggestion and care- 
fully work out the full procedure which you expect 
to follow. At the end of the first recitation on each 
section carefully write out a report of the lesson as 
actually carried out. In this report should be in- 
cluded a statement of all the essential things done, 
results obtained, deficiencies discovered, plans for 
following up the training along the lines of discov- 
ered weaknesses, and any other facts or comments 
which you think will contribute to giving efficiency 
in the type of study activity in question. File your 
lesson plans and reports until you have finished all 



INTRODUCTION 2 1 



the sections under each chapter. Within three days* 
after you have finished all the sections under each 
chapter, you should send us copies of your plans and 
reports for each section of the particular chapter, 
together with a summary report for the chapter as 
a whole. For instance, within three days after you 
have finished all four sections of Chapter III, you 
should send in a full report on each section and a 
summary report for all four sections; and similarly 
for the sections of each Of the other chapters. It is 
suggested that you use carbon paper for making dup- 
licates of your plans and reports. Send two copies, 
so that one copy may be marked and returned to you 
and the other filed for our records. In many cases 
you will find it desirable to vary your recitation 
somewhat from the previously prepared plans. In v 
such cases indicate the change made and your reason 
for making the change. Feel free to use your own 
initiative at all time, but always report all facts 
which may throw light upon our supervised study 
problem. So much for the planning and reporting 
of your first recitation with each suggested type of 
exercise. Similarly plan and carry out several reci- 
tations using the same type of study procedure. Two 
to four weeks should be devoted to the exercises sug- 
gested in each chapter, according to the time distri- 
bution suggested below. When you have finished 
your special drive on each particular type of train- 
ing, give informal tests and write out a general ac- 
count of your experiences with the partiodar type of 
training. Similarly summarize your experiences with: 



22 EXERCISES IN STUDY AND READING 

ihe exercises of each chapter as a whole. At the end of 
the course you will be expected to give a critical ac- 
count of your experiences with each type of exercise 
.used at any time during the entire course. The dup- 
licate lesson plan, the duplicate immediate report 
-on the first recitation, and the final term report will 
he expected in connection with each type of exercise. 
Additional special directions will be given in connec- 
tion with each specific type of exercise. Where there 
are to be any exceptions to any of the above general 
directions, such exceptions will be stated in connec- 
tion with the sections affected. 

6. Cautions 

These cautions are given before you begin your 
work, so that you may be warned against certain 
things which frequently hinder the effectiveness of 
correspondence work. Strict observance of these cau- 
tions will make your work more effective and will 
avoid the necessity for future criticism along such 
lines. 

In this course we are dealing primarily with the 
problem of comprehension in silent reading as it is re- 
lated to study. You are expected to get much more 
from the course than the pupils do. Therefore, it is 
of first importance that you thoroughly comprehend 
the directions. We need not expect to make a great 
deal of progress in teaching comprehension until we, 
as teachers, become conscious of the processes involved 
in comprehending, and make these processes a part 



INTRODUCTION 23 



of our own study habits. The manner in which you 
plan, carry out, and report your work will indicate 
how well you have mastered the directions and sug- 
gestions furnished in this course. As has been stated 
above, there is no insistance upon rigid conformance 
to all the suggestions given in this outline ; but there 
is emphatic insistence upon a rigid comprehension of 
the material of this outline, as the first requirement 
of the course. Without an adequate study of these 
directions, you can not hope to plan the exercises 
adequately nor to carry through the class work suc- 
cessfully. You should carefully note every detail 
of the outline and study over the meaning and signi- 
ficance of the same, before attempting to carry out 
the exercises. In most cases it will prove helpful for 
you to go over each type of training in a preliminary 
way, trying to put yourself in the place of the pupil. 
Such a procedure will not only help you to get a bet- 
ter notion of the essential nature of the study pro- 
cess, but it will also enable you to anticipate and pre- 
pare for the difficulties which the pupils will prob- 
ably encounter. In order that your efforts may ac- 
complish the greatest good for yourself and your pu- 
pils, you should adopt the following watchwords : 

(1) Complete comprehension of all directions 
and discussions. 

(2) Thoughtful planning, with attention cen- 
tered upon the pupils and their needs. 

(3) Careful reporting f discussing , criticising, 
etc., with a view to making these exercises 
more useful to both teacher and pupils. 



24 EXERCISES IN STUDY AND READING 

(4) Follow-up drill on each type at every op- 
portunity, until the procedure is habituated. 

7. Suggested Time Distribution of the Exercises 

The writer thinks it best to start this course of 
training not earlier than the third week of school, 
so as to avoid the irregularities incident to getting 
school organized and started off with the normal 
work. He also thinks it best to get the special exer- 
cises finished before the beginning of the last school 
month, which is usually croweded full of irregulari- 
ties incident to the closing of school. With an eight 
month term these special exercises can be started with 
the preliminary testing in the third week, and ter- 
minated with the final testing in the twenty-eighth 
week, thus affording six months of training during 
the least disturbed part of the school year. With a 
nine month term a little more time can be devoted 
to the exercises of each chapter. It is suggested that 
the teacher spend the first two weeks in mastering 
the discussions and directions in Chapters I and II, 
and in observing how the pupils study and how well 
they get along at recitation time. A brief general 
statement of the findings of this observation is very 
desirable for use in checking against the results ob- 
tained with the standard tests. The last month or six 
weeks of the term may profitably be devoted to train- 
ing the pupils in selecting the type of study procedure 
approprite for the more important types of study 
material used in the particular content course. Chap- 
ter XII suggests exercises for this purpose. 



INTRODUCTION 25 



"Where a teacher is not working for credit, but 
only to improve the study habits of her own pupils, 
she may distribute the time and emphasis more strict- 
ly according to her own teaching problems. Even in 
such cases, it would seem advisable to take up the 
exercises somewhat systematically. After a type of 
study procedure has once been introduced, pupils 
should be urged to use it in every succeeding situa- 
tion for which it is appropriate, so that it may be- 
come drilled into each pupil's system of study habits. 
The following is suggested as a tentative distribution 
of the special drives on the exercises of the various 
chapters : 

Chapter I studied by the teacher during the first 

two weeks. 
Chapter II applied during the 3d week. 
Chapter III applied during the 4 and 5th weeks. 
Chapter IV applied during the 6 and 7th weeks. 
Chapter V applied during the 8 and 9th weeks. 
Chapter VI applied during the 10, 11, and 12th 

weeks. 
Chapter VII applied during the 13, 14, and l§th 

weeks. 
Chapter VIII applied during the 16, 17, 18, and 19th 

weeks. 
Chapter IX applied during the 20, 21, 22, 23, and 

24th weeks. 
Chapter X applied during the 25, 26, and 27th 

weeks. 
Chapter XI applied during the 28th week. 
Chapter XII applied during the rest of the year. 

It should be borne in mind that the proposed 
exercises should not be allowed to detract from the 



26 EXERCISES IN STUDY AND READING 

usual progress and purposes of the subject with which 
they are used. Most of the exercises are to be plan- 
ned so that they utilize the regular material of the 
subject and produce greater facility in mastering 
that material. Though the testing sections do not 
deal directly with the content of the subject, never- 
theless it will be found that they serve as effective 
stimuli to improvement in the efficiency of the pu- 
pils' work. This motivating effect is especially no- 
ticeable where pupils keep records of their individual 
improvements in rate and comprehension. 

It is suggested that the teacher at first carry 
through this training in connection with only one 
class in one subject. After becoming acquainted with 
the exercises, the teacher can doubtless use them in 
connection with more than one subject. The time 
devoted to the exercises will need to vary with the 
total time available for the subject. It would seem 
that these exercises should be used in connection with 
the equivalent of at least two periods per week. Some 
teachers many prefer to use a part of each period 
for the exercises, while others may prefer to devote 
certain days exclusively to the exercises and the other 
days exclusively to the usual type of work. The 
writer prefers the first mentioned plan as the general 
rule, with and occasional total period devoted some- 
times exclusively to the exercises, and sometimes ex- 
clusively to other types of work, according as the 
teacher judges best. The principles of Educational 
Psychology indicate that the best results can be se- 
cured in connection with habit formation when the 



INTRODUCTION 27 



particular habit is caused to function regularly at 
every opportunity. Therefore, it seems advisable to 
keep constantly at each type of exercise until pupils 
gain at least some facility in its use. This requires 
daily use of each specific type of exercise while it 
is the main problem on which we are driving, and 
also the occasional repetition of the exercise even 
after the main drive has been shifted to other speci- 
fic exercises. Only by such a plan can we hope to 
establish and maintain efficient habits of study. The 
directions lay special emphasis upon the first recita- 
tion with each type of exercise, but it is evident that 
abundant follow-up drill must be afforded in suc- 
ceeding recitations. At the first of the course the 
exercises may seem to take more time than they 
deserve, but there is bound to be a large saving of 
time in the long run, as the training begins to give 
a better rate of reading combined with more efficient 
comprehension of the material read. The standard 
test results obtained in connection with the prelimi- 
nary use of these exercises in the vocational schools 
showed, in general, good gains in both speed and 
comprehension, with large gains in one or both func- 
tions in the case of certain schools. The teachers 
indicated that, in their own judgment, the exercises 
had added to both the interest and the effectiveness 
of their pupils ' work. 

8. Studying and Reciting 

To the writer there seems to be no justification 
for sharply differentiating " recitation' ' and " study' ' 



28 EXERCISES IN STUDY AND READING 



periods for pupils who are just learning how to study,, 
especially where they are under the same teacher 
during both periods. To him " studying" and ''re- 
citing" seem to be part and parcel of one total 
learning process — selecting and understanding the 
thought, organizing ideas, and impressing them on the 
nervous system so that recall is assured. To him it 
seems that at least the early stages of supervised 
study demand an intermixture of studying and re- 
citing, so that the one constantly supplements the 
other. Why do pupils study, if it is not to get the 
material for the recitation, and the material found 
lacking during the recitation? Why do they recite, 
if it is not to show wherein studying has succeeded 
and wherein it has failed to give an essential mas- 
tery of the prescribed work? It is evident that the 
movement for the stricter supervision of study is 
largely an attempt to connect properly the needs and 
problems arising during the recitation with the 
needs and problems arising during the study period. 
In accordance with this conception, the writer has 
frequently suggested that the teacher call for recit- 
ing during the study period, and for studying during 
the recitation period. Consequently, such expressions 
as "at the recitation time" and "during the study 
period", as used in this book, frequently describe 
only the predominant type of situation. "At class 
time*' refers to the particular time division usually 
set apart for the class meeting, regardless of the type 
of work done at such periods. "At the laboratory 
period" refers to the period in which the study 



INTRODUCTION 29 



involves the acquisition of knowledge primarily 
through experiments and directed observations, 
Tather than through the study of printed matter. 

References 

1. Starch, D. Educational Psychology, 1919, Chapter XI. 

Discusses importance of study, kinds of study, how 
to study, etc. 

:2. James, W. Talks to Teachers on Psychology, 1900, Chap- 
ter 8; or Principles of Psychology, 1890. Vol. I, 
Chapter IV, especially pp. 112-26; or Briefer Course, 
1907, pp. 142-148. 
All three discuss habit and habit formation. 

:3. Edwards, A. S. Fundamental Principles of Learning and 
Study, 1920, Chapters 3 and 4. 
Discuss the habit theory of Education. 

4. Eowe, S. H. Habit Zormation and the Science of Teach- 

ing, 1909, ChapterIX, especially pp. 175-76. 
Discuss methods of securing practice. 

5. Gray, W. S. The Relation of Silent Beading to Economy 

in Education. Sixteenth Yearbook of National, Socie- 
ty for the Study of Education, Part I. 
■6. Parker, S. C. Methods of Teaching in High Schools, 1920, 
Chapter XVI. Discusses supervised study. 



PART I 

GENERAL PROBLEM OF RAPID 
THOUGHT GETTING 



CHAPTER n 

PRELIMINARY TESTING OF SPEED AND COM- 
PREHENSION FOR DIAGNOSIS 
AND MOTIVATION 

Main Points of the Chapter 

1. The teacher's first problem is to diagnose the abili- 
ties of her pupils, in order to find out where to direct re- 
medial teaching. 

2. Next, she must motivate the work by setting an 
ultimate goal and by furnishing standards by which the 
pupils can measure their own accomplishments as they try 
to improve. 

3. Diagnosis and motivation can be greatly facilitated 
by giving the following three types of preliminary tests: 

(1) Test of comprehension, unhampered by time 
limitations. 

(2) Test of combined rate and comprehension. 

(3) Test of rate alone. 

4. Planning this lesson involves becoming thoroughly 
familiar with the tests and the directions for using them. 

5. The report should show tabulated results for the 
class, and should also give an explanatory discussion of 
special cases. 



PRELIMINARY TESTING 31 

1. Diagnosis 

Before taking up any special line of training, it 
is necessary to ascertain where the pupils stand in 
relation to the skill in question. The general problem 
of giving training in rapid thought getting will be 
attacked first, but before starting the training you 
should test your pupils to find their standing in the 
two most prominent constituents in rapid thought 
getting, namely, rate of reading and efficiency of 
comprehension. Training should be directed toward 
the overcoming of weaknesses or deficiencies. This 
preliminary testing will show what pupils are weak 
and where they are weak. You must then center 
your greatest efforts upon remedying these discov- 
ered points of weakness. 

2. Motivation 

Not only can we use this preliminary testing as 
the means of discovering points of weakness needing 
attention, but we can also use it as the basis for mot- 
ivating the training exercises which follow. Many 
pupils do not realize that they read too slowly, or 
that they are poor in comprehension. This testing 
furnishes objective proof which is convincing. Such 
proof will spur many pupils to determined effort to 
improve, especially where there is held out an oppor- 
tunity to get special help in overcoming the discov- 
ered deficiencies. The tests will also furnish the pu- 
pils with standards by which they can check their 
accomplishments as they struggle to improve, and 
with objective ultimate standards toward which they 



32 EXERCISES IN STUDY AND BEADING 

should develop. These benefits will be greatly in- 
creased if the pupils are taught to keep a weekly rec- 
ord of their development in rate and comprehension. 
Such a record, kept by each individual, should show 
the individual's score, the class norm, and the corres- 
ponding grade norm. At the end of each week the 
individual pupils should take stock and set a higher 
standard as the goal for the next week. The use of 
graphs similar to those suggested on the Thorndike- 
McCall graph sheet will prove stimulating. There 
should also be one summary record and graph sheet 
kept for the class as a whole. It should be kept posted 
where pupils can have easy access to it. After a few 
weeks of intensive training with each specific type of 
training, the records and graphs for that type might 
well be recorded on a two weeks basis, and still later 
on a monthly basis. Pupils can easily devise tests 
for rate of reading, but the teacher will have to aid 
them in devising informal comprehension tests 
modeled after the Thorndike-McCall tests or the Mon- 
roe tests. For the preliminary testing three standard- 
ized silent reading tests should be given as indicated 
in the directions given below. 

3. Preliminary Testing 

(1) Thorndike-McCall Beading Scale. For giv- 
ing this test the following three kinds of materials 
are needed: 1 (a) Thorndike-McCall Reading Scale, 
Form 4 (One copy for each pupil) ; (b) Tabulation 

l Published by the Bureau of Publications, Teaehers College, 
Columbia University, New York. 



PRELIMINARY TESTING 33 



and Graph Sheets, Form 4 (Two or more copies for 
each class) ; (c) Directions Sheets, Form 4 (One copy 
for the teacher). Give the test exactly according to 
the directions printed on the Reading Scale. You 
should note that this is a comprehension test in which 
the pupils are allowed to re-read as often as they 
wish. Study the test materials and directions care- 
fully. Go through the motions of giving the test to 
an imaginary class until you become thoroughly fam- 
iliar with the procedure. Then give it to your class, 
following directions exactly. For this test we are 
interested in only the "T Score", which can be com- 
puted from Table I on the Directions Sheets. Note 
that the grade norms are given in Table II of the 
same page. 

(2) Monroe's Standardized Silent Reading Test. 
For giving this test the following two kinds of mater- 
ials are needed: 1 (a) Monroe's Standardized Silent 
Reading Test, Revised, Test 2, Form 1 (One copy for 
each pupil) ; and (b) Class Record Sheet, Form 1 
(Two or more copies for each class). Give the test, 
following directions exactly. Note that this test 
measures both rate and comprehension. The direc- 
tions for giving and scoring the test are printed on 
the back of the Class Record Sheet. 

(3) Courtis Silent Reading Test. For giving this 
test the following five kinds of materials are needed : 
2 (a) Courtis Silent Reading Test No. 2, Form 3 (One 

1 Published by Public School Publishing Co., Bloomington, 
Illinois. 

2 Issued bv S. A. Courties, 246 Eliot Street, Detroit, Mich. 



34 EXERCISES IN STUDY AND BEADING 

copy for each pupil) ; (b) Individual Record slips 
to match (One for each pupil) ; (c) Duplicate Class 
Record Sheet to match (One or more for each class) ; 
(d) Courtis Folder B-R (One for the teacher); and 
(e) Courtis Folder D-R (One for the teacher). Fol- 
ders B-R and D-R can be used again in each suc- 
ceeding Courtis test. First give Part I exactly ac- 
cording to the printed instructions, but do not give 
Part II according to the Courtis plan. Modify Part 
II as follows: — As soon as the pupils have finished 
Part I, collect the test folders and give each pupil 
a clean sheet of paper. Then read aloud each of the 
seventy questions listed under Part II ,and have each 
pupil to put the answer "Yes", or "No", for each 
question. They should merely record each answer 
opposite the appropriate question. To illustrate, the 
pupils' answers for the first three questions would 
be recorded as follows : 1. . . Yes ; 2. . . No ; 3. . . Yes ; 
etc., arranged in vertical columns so as to facilitate 
checking. 

Do not compare the comprehension results ob- 
tained in this way with those obtained by using the 
original Courtis plan. There is no comprehension 
norm for this modified method, but the results show 
the relative standing of the individual pupils in your 
class. Do not lay much stress on the results obtained 
by answering the questions, for memory enters as a 
large element here. The plan is suggested only as a 
means of "keeping faith" with the statement in Part 
I : "You will be asked to answer questions about what 
you have read. " It is important that you observe this 



PKELIMINARY TESTING 35 

changed method, for when the test is given according 
to the Courtis method some pupils discover that they 
will get a chance to re-read the material in the little 
sections before answering the questions in Part II. 
This spoils the results of Part I in all later testing* 
Alert pupils may skim rapidly with little attention 
to the thought since they know that they will have 
another chance to read for thought in connection with 
Part II, as given by the original Courtis plan. In 
the giving of this test we are interested in rate only, 
but we want the rate which pupils employ when they 
expect to have to answer questions on the material 
read. The above change in the method of giving 
Part II is made in order to make sure that the pupils 
read for thought as well as for rate. This modifica- 
tion is necessary because there are no standardized 
tests exactly suited for finding the rate at which pu- 
pils read for thought. Most of the tests consume 
some of the pupils' time in answering questions along 
with the reading, so that pure rate is not measured. 

4. Lessen Plan 

You do not need to prepare a lesson plan for 
this testing, but you should become thoroughly fam- 
iliar with the tests and directions before attempting 
to do the testing. 

5. Report on Testing 4 

Compute the scores, by grades, for each of the 
three tests, and record the scores on the appropriate 
score sheets. Send us duplicate copies of the score 



36 EXERCISES IN STUDY AND BEADING 

sheets, but keep the test sheets on file for purposes 
of study and comparison. Do not leave the test sheets 
in the possession of the pupils after the testing is 
finished. At the end of the course you will be ex- 
pected to send us the pupils' test sheets for our study. 
The scores of the class should be prominently posted, 
with the names of the pupils omitted j but each indi- 
vidual pupil should be told his score. Note that in the 
listed Monroe test, 29 is to be added to the rate 
score, and 5 to the comprehension score to make the 
results comparable with the norms on test I. On 
each Monroe Test folder fill in all the score blanks 
at the upper right hand corner of the first page. 
Compute only the average T-score for the Thorndike- 
McCall tests, and only the rate median for the Cour- 
tis tests. The test folders contain directions for com- 
puting the median. 

In addition to the test scores, send us a full writ- 
ten report of the testing and the facts which the 
testing brought out. See General Directions in Chap- 
ter I, for instructions for reporting. Note to what 
extent the testing results agree or disagree with your 
own personal estimate of the standing of individual 
pupils, and try to explain the cases where there is 
marked disagreement. Any irregularities in giving 
the tests should be stated in your report. 

References 

1. Monroe, W, S. Measuring the Results of Teaching, 1918, 
pp. 22-29, and 43-86. (Use of reading tests for 
measurement and diagnosis). 



PRELIMINARY TESTING 37 

2. Wilson, G. M. and Hoke, K. J. How to Measure, 1920, 

pp. 111-133. (Measuring reading). 

3. MeCall William A. How to Measure in Education, 1921, 

pp. 3-18 (Plaee of measurement in Education) ; pp. 
67-102 (Diagnosis). 

4. Stone, Clarence R. Silent and Oral Beading, 1922, Chap- 

ter IX (Reading tests and their use in improving 
reading). 



CHAPTER III 

TRAINING TO INCREASE THE VISUAL SPAN 
AND THE SPEED WITH WHICH 
PUPILS "SEE" WORDS 

Main Points of the Chapter 

1. Defective eye movement in silent reading should be 
overcome by means of the following remedial training: 

(1) Showing each pupil his standing in rate of reading, 
and appealing to him to strive to reach progressively 
higher standards. 

(2) Using brief exposure methods for demonstration 
and practice. 

(3) Practicing on exercises consciously directed toward 
increasing silent reading rate without loss in efficiency of 
comprehension. 

2. At the end of the special drive on rate a second form 
of the Courtis test should be given for further checking up, 
diagnosis, and motivation. 

1. Introductory Discussion 

Experimental investigations of reading have 
shown that word reading and excessive regressive 
movements of the eyes are distinguishing character- 
istics of the immature reader. On the other hand, 
the mature reader proceeds by word groups (thought 
units) and seldom allows the eyes to move back and 
retrace (regress) words or phrases. Our problem 
here is first to discover the existing deficiencies in 



VISUAL SPAN AND EYE MOVEMENTS 39 

these respects, and then to provide the kind of train- 
ing which will increase the visual span. The practice 
exercises listed below are expected to increase the 
visual span. The net result of this kind of practice 
should be an increased rate of reading accompanied 
by a higher degree of comprehension. Comprehen- 
sion is increased because of the fact that the elements 
of the thought units are taken into the mind more 
nearly simultaneously, and hence the processes of asso- 
ciation are given a better chance to function in se- 
lecting, organizing, and impressing the essential 
thought elements. Throughout the exercises of this 
chapter you should use material which is compara- 
tively easy from the standpoint of comprehension, 
that is, paragraphs and sentences composed of famil- 
iar words and familiar thought, yet taken from selec- 
tions which the pupils have not previously studied. 
Then the selections of equal length will furnish only 
one main variable, that is, increasing rate, while 
those of increasing length will have length as the main 
variable, with time held fairly constant. The rate 
can be more accurately checked up in the exercises 
suggested under section (3) below, where rate is com- 
puted in terms of the number of words read per 
minute. 

(1) Diagnosis and Motivation 

Using the rate results obtained with the Courtis 
test, show each pupil just where he stands in rela- 
tion to the test norms (grade medians printed on the 
Courtis Class Record Sheet), and in relation to the 



40 EXERCISES IN STUDY AND READING 

median of his own class. Tabulate the results on the 
board, as shown in Courtis Table I, Next tell each 
pupil his score and impress upon his mind the extent 
of his deficiency in rate of reading. Then appeal to 
him to work for better speed through practice on the 
exercises suggested below. 

(2) Use of Brief Exposure Methods for Demon- 
stration and Practice 

Those pupils who are markedly slow in silent 
reading should be given individual practice in read- 
ing briefly exposed phrases and sentences. Start 
with short phrases or sentences and use increasingly 
longer units as fast as each pupil develops the ability 
to grasp longer units quickly. Select several phrases 
or sentences of each length, so as to afford consider- 
able drill material at each stage of development. The 
following are illustrations of the various lengths of 
units used in the Vocational Agriculture classes : 

Use only healthy cows. 

The Kerry cattle are native of Ireland. 

Cold rains and snow storms are especially to 
be avoided. 

Three inches of concrete on solid ground will 
answer all purposes. 

Until recent years cream has been secured en- 
tirely by allowing it to rise to the top of the milk. 

When selling butter fat, cream, or butter, the 
total quantity of fat and not the percentage of 
fat is the important point. 



VISUAL SPAN AND EYE MOVEMENTS 41 

There are no mixtures better than the buyer 
can make himself, and there is no special feed 
or mixture having any remarkable properties 
not possessed by familiar feeds. 

The above sentences were selected from agricul- 
tural books and are offered as suggestions only. Sen- 
tences of similar length may be selected from any of 
the content subjects. For this brief exposure work 
you may use phrases or sentences typewritten on stiff 
cards, cut out sentences pasted on cards, or any other 
device whereby the sentences may be "flashed" (held 
in view of the pupil for a very brief time) . Probably 
this flash work will have to be handled as an individ- 
ual matter in order to get the best results. After a 
brief exposure of each sentence, have the pupil to 
tell what he read. Then give him plenty of time to 
read and correct his perception. Use the other sen- 
tences of the same length for drill, and try to get the 
pupil to increase his rate of taking in the sentences. 
Follow a similar procedure with each of the other sets 
of sentences. Shorten the length of exposure as fast 
as the pupil gains in ability to grasp the words 
quickly. 

The purpose of this rapid flash work is to 
increase the number of words which the pupil takes 
in at each eye fixation, and thereby to decrease the 
number of eye movements necessary for each line of 
print. We, as teachers, must first demonstrate to the 
individual pupil the fact that he can increase his 
visual span and speed of seeing words, and then we 
must encourage him to practice on longer and longer 



42 EXERCISES IN STUDY AND BEADING 

units, or on units of equal length but exposed 
a shorter and shorter length of time. In the brief 
exposure exercises we need not expect to get an ac- 
curate measure of the time element, but we can easily 
detect the presence or absence of a gain. The follow- 
ing section continues this training in connection with 
long paragraphs where the checking can be more 
exact. 

(3) Practice Exercises in Silent Reading Consciously 
Directed Toward Increasing Rate, but Accom- 
panied by Special Precautions for Avoid- 
ing Serious Loss in Comprehension 

This type of exercise differs from the preceding 
type only in the fact that here very much longer 
units are used and comprehension is more accurately 
checked up. Here the page, or long paragraph, is 
taken as the unit, and rate is computed in terms of 
words read per minute, as in the Courtis test. In 
section (1) above, you have shown each pupil his rate 
score as measured by the Courtis test. Now urge 
each pupil to try to increase his rate through drill 
on the exercises which follow. 

In planning this type of exercise select, from the 
regular textbook or from related material, several 
pages of approximately equal length and difficulty. 
At class time have each pupil to read each selection 
as rapidly as he can to get the thought. Have him 
to compute his reading rate in words per minute, and 
with each successive selection urge him to try to in- 
crease his rate. Compare rates attained with those 



VISUAL SPAN AND EYE MOVEMENTS 43 



obtained with the standard tests, and frequently 
measure comprehension by requiring the pupil to 
write out what he has read, or by having him to write 
out answers to questions on the pages read. Insist 
that the pupil always read for thought as well as for 
rate. This type of study activity can be made a part 
of your regular lesson getting in connection with re- 
latively easy materials. For checking up comprehen- 
sion, devise questions similar to those used in the 
Monroe and Courtis tests. The pupils can easily es- 
timate the rate in terms of words read per minute, 
if you will show them how to keep time and how to 
compute the rate. After your first lesson of this 
type, urge slow pupils to select uniform material and 
compete with their own individual records. Occasion- 
ally check up to see whether they are getting a better 
rate at the expense of serious loss in comprehension. 
Give them to understand that comprehension must be 
kept up. If comprehension begins to drop off seri- 
ously, more emphasis should be turned to the compre- 
hension side of study, as habits of careless reading 
are not to be encouraged. Training which emphas- 
izes comprehension will be taken up in the next chap- 
ter. In this chapter we have tried to secure a better 
visual span and greater speed in seeing unified groups 
of words, as the mechanical prerequisite to effective 
training in rapid selecting, organizing, and impress- 
ing of thought giving elements. 

2. Checking up Results 

Throughout this chapter you have been urged to 
do more or less checking up results through the use 



44 EXERCISES IN STUDY AND READING 

of improvised tests. At the end of this intensive 
drive on rate, it is suggested that you give another 
form of the Courtis test and take stock of the gains 
made in rate of reading. For giving this test you 
will need three kinds of materials as follows: — (a) 
Courtis Silent Reading Test No. 2, Form 1 (One copy 
for each pupil) ; (b) Individual Record slips to match 
(One slip for each pupil) ; and (c) Duplicate Class 
Record Sheet to match (One or more for each class). 
The two direction folders listed for the preliminary 
Courtis test are also used here. 

Compute the scores and record them on the term 
record which you are keeping. Appeal to the pupils 
to practice enough to maintain the higher rate gained. 
Otherwise there will be a strong tendency for rate 
to drop off while attention is being centered on com- 
prehension in connection with the training proposed 
in the following chapters. Send us the same type of 
report as suggested for the preliminary tests in Chap- 
ter II. Also send a written report as suggested under 
General Directions in Chapter I. 

References 

1. Huey, E. B. Psychology and Pedagogy of Reading, 1908, 

Chapter IX, especially pp. 176-81 (Eye movement 
and rapid reading). 

2. Stone, Clarence R. Silent and Oral Reading, 1921, pp. 

6-19, (Studies of eye movements). 

3. O'Brien, J. A. Silent Reading, 1921, pp. 126-32; 141-48; 

269 (Training in perception). 



CHAPTER IV 

TRAINING IN GETTING THOUGHT RAPIDLY 
Main Points of the Chapter 

1. Ability to get the thought thoroughly while read- 
ing rapidly may be developed through the use of the follow- 
ing types of training: 

(1) Showing each pupil his standing in rate of thought 
getting, and appealing to him to strive to reach progres- 
sively higher standards. 

(2) Using class competition to see who can most quickly 
get the main thought of selected sentences and paragraphs. 

2. At the end of the intensive drive on rapid thought 
getting a second form of the Monroe test should be given 
for further checking up, diagnosis, and motivation. 

3. Summary of Chapters II, III, and IV. 

1. Introductory Discussion 

So far rapid reading has been emphasized, but it 
is evident that the most skilful reading is possible 
only when rapid reading is combined with rapid 
thought getting. Therefore, the habit of getting the 
thought thoroughly while reading rapidly must be 
developed. This can be accomplished by concentrat- 
ing upon the thought side of the reading while main- 
taining a good rate. "With a good rate somewhat estab- 
lished as a habit, the attention can be turned mostly 
to comprehension while rate is maintained largely 
through habit. In theory, each increase in rate should 
be quickly followed by catching- up exercises in 



46 EXEECISES IN STUDY AND READING 

thought getting, or vice versa, so that the two pro- 
cesses develop together, as nearly as possible. Most 
pupils, and many teachers, hold to the false notion 
that rapid reading is incompatible with efficient 
thought getting. That theory has been discredited 
by two groups of facts brought out in connection with 
various scientific studies of reading. In the first 
place, it has been found that rapid readers, as a rule, 
rank high in thought getting, while slow readers, as* a 
rule, rank low. In the second place, it has been de- 
monstrated that, with properly guided practice, the 
rate can be greatly increased not only without loss 
in comprehension, but, indeed, with a good gain in 
comprehension. Our preliminary use of these exer- 
cises in the Vocational departments has given good 
results in both rate and comprehension.. 

(1) Diagnosis and Motivation 

Using the comprehension results obtained with 
the Monroe test, show each pupil just where he stands 
in relation to the test norms and the median of his 
own class. Tabulate the results on the board and tell 
each pupil his score. After pointing out the amount 
of deficiency to each pupil, appeal to the individual 
pupils to work for better comprehension through 
practice on the exercises suggested below. 

(2) Practice Exercises for Increasing the Rapidity 
of Thought Getting' 

Pupils should compete with classmates and with 
their own past performance in an effort to increase 
the rapidity with which they can get the thought of 



TRAINING IN RAPID THOUGHT GETTING 47 

printed matter. Class exercises with emphasis upon 
quickly getting the main thought of selected sentences 
and paragraphs are useful for this type of training. 

In planning exercises for this type of training 
select a group of short sentences, a group of sen- 
tences of medium length, a group of sentences of 
considerable length, and a group of sentences of ex- 
treme length. Likewise select groups of paragraphs of 
about four different lengths. At first avoid difficult 
reading matter. 

At class time let pupils compete to see who can 
most quickly get the main thought of each selected 
sentence and paragraph. This kind of exercise can 
serve each of the four purposes of diagnosis, motiva- 
tion, practice, and checking. Pupils who are excep- 
tionally slow should be given additional individual 
drill during the study period. Always let the drill 
and exercises be upon essential content material, so 
that the pupils will be getting useful content at the 
same time that they are getting training in com- 
prehension. After you have used up the selected sen- 
tences and paragraphs, take up consecutive para- 
graphs in your regular lesson and see how quickly 
the pupils can get the main thought of each. Do not 
leave a paragraph until all the pupils have found 
and understood the essential points. A great variety 
of methods may be used for checking up results in 
connection with the training here suggested. The 
methods might well be varied for different recita- 
tion periods. The exercises on the selected sentences 
and paragraphs may be checked up by having each 



48 EXERCISES IN STUDY AND READING 

pupil to close his book and raise his hand when he 
thinks he has gotten the thought, so that you may 
note the time taken. Have him to write out the 
thought immediately and hand it to you for checking 
as to accuracy. For the drill on the consecutive para- 
graphs in your textbook it might sometimes be well 
to check by calling upon various individuals to give 
the points orally. After one pupil has recited on a 
paragraph this oral method ceases to be a good test 
for that paragraph, so as soon as one pupil has recited 
his recitation should be corrected and the class should 
then quickly pass to the next paragraph. Direct a 
different pupil to do the first reciting on each suc- 
ceeding paragraph. As suggested above, have each 
pupil to close his book and raise his hand, so that 
you can record the time taken. Allow no further 
consultation of the books until one pupil has recited. 
Then open the books and correct the thought before 
passing to the next paragraph. Occasionally skip a 
paragraph in order to counteract the tendency to read 
ahead. 

In addition to the above checking-up plan, some 
teachers may desire to use questions for checking up 
the thought secured in connection with some of the 
sentences and paragraphs. Questions like those of 
the Monroe, Courtis, or Thorndike-McCall tests may 
be formulated in connection with some of the selected 
sentences and paragraphs. These questions should 
not be presented to the pupils, until they have fin- 
ished reading the corresponding selection. The order 
of procedure should be as follows: First read the 



TRAINING IN RAPID THOUGHT GETTING 49 

paragraphs and close the book. Then immediately 
read the question and write the answer. The timing 
and checking can be handled in the following man- 
ner: Write each question on the board and cover it 
with a map until the class has started to reading, 
when the map can be removed. Start the pupils to 
reading simultaneously, by signal, and instruct them 
not to look up until they have finished reading and 
have closed their books. As soon as each pupil has 
finished, have him to read the question and write 
the answer. As each pupil closes his book write down 
his name. The order of the names thus recorded 
will show the relative rate of reading. For the longer 
paragraphs you may be able to record the actual 
time. However, the relative time taken will probably 
be sufficient for our purpose in this connection. Pu- 
pils should be shown how to check up rate and com- 
prehension in this kind of exercises, and then they 
should be urged to carry out much individual prac- 
tice of the kind here suggested. 

2. Checking up Results 
Throughout this chapter you have been urged to 
do more or less checking up through the use of im- 
provised tests. Now, at the end of the intensive drive 
on rapid thought getting, you should give another 
form of the Monroe test and take stock of the progress 
made. For giving this test you will need two kinds 
of materials, as follows: (a) Monroe's Standardized 
Silent Reading Test, Revised, Test 2, Form 2 (One 
copy for each pupil) ; and (b) Class Record Sheets 
to match (Two or more for each class). 



50 EXERCISES IN STUDY AND READING 

Compute the scores and record them on the term 
record which you are keeping. Show the class and 
each individual pupil just what progress has been 
made, and appeal to them to keep up the standard 
attained. Send us the same type of report as that 
suggested for the preliminary testing in Chapter II. 
Also send a written report as suggested under Gen- 
eral Directions in Chapter I. 

3. Summary 

At this point let us take our bearings: Through 
preliminary testing we first discovered where our pu- 
pils stood in terms of rate and comprehension. Then 
we attacked the general problem of increasing the 
rate at which pupils read for thought. Using the 
training suggested in Chapter III, we endeavored 
to increase the rate at which pupils perform the me- 
chanical side of silent reading. Using the training 
suggested in Chapter IV, we continued our drive 
on the rate problem by laying special emphasis upon 
getting the thought rapidly. This completes our spe- 
cial intensive drive on the general problem of rapid 
thought getting. In the chapters of Part II we shall 
take up certain specific problems in comprehension. 

References 

1. See references in Chapter III, especially Stone, pp. 16-19, 

(Rate and comprehension). 

2. Judd, C. H. Measuring the Work of the Public Schools, 

Cleveland Educational Survey, Cleveland Founda- 
tion, p. 155 ff. (Quality and rapid reading). 

3. O'Brien, J. A. Silent Reading, 1921, pp. 270-73 (speed in 

reading'). 



PART II 

SPECIFIC PROBLEMS IN 
COMPREHENSION 



CHAPTER V 

TRAINING TO CONCENTRATE UPON THE 
READING MATTER IN HAND. 

Main Points of the Chapter 

1. Habits of concentrating quickly and fully along 
specific lines can be encouraged through the use of the fol- 
lowing types of training: 

(1) Demonstrating to each pupil his weaknesses in 
concentration, and then appealing for greater effort at 
overcoming the discovered deficiencies. 

(2) Practicing getting into the reading matter quickly* 

(3) Practicing finding the first relevant thought quickly. 

(4) Practicing recalling the problem often while read* 
iug for its solution. 

(5) Following a systematic study schedule. 

1. Introductory Discussion 

The mind which quickly and fully shuts out for- 
eign thoughts, stimuli, etc., and concentrates quickly, 
completely, and continuously upon the problem in 
hand, can be expected to get maximum results in 
terms of selecting, organizing, and impressing the es- 



52 EXERCISES IN STUDY AND READING 

sential thought of the matter studied. This chapter 
will suggest exercises intended to demonstrate the 
advantage of quickly and fully concentrating upon 
the problem in hand. The next chapter will propose 
training for developing power to maintain a long 
span of attention. 

Ability to concentrate quickly and fully along 
specific lines is expedited by a clear-cut statement of 
the problem or questions under consideration. This 
aid will be utilized in the exercises suggested below. 
Again, the habit of quickly getting down to business 
must be established through constant insistance upon 
such promptness, and through constant discourage- 
ment of the tendency to ' ' fuss about ' ' a while before 
getting down to work. We must give pupils to under- 
stand that no lolling is to be tolerated, and we must 
also place a premium upon getting results quickly. 

(1) Diagnosis, Motivation, Checking, etc. 

Each of the several types of exercises suggested 
below can be used for purposes of diagnosis, motiva- 
tion, practice, and checking up, in connection with the 
training for quick concentration. 

(2) Practice Exercises in Quickly Concentrating 

Pick out four or five appropriate paragraphs to 
be studied during the supervised study period. At 
study time tell the class that you have selected some 
paragraphs which you want them to read quickly 
for the main thought. State one of the paragraph 
headings and allow the pupils plenty of time to get 
the topic clearly in mind and to call up related ideas. 



CONCENTRATING QUICKLY AND FULLY 53 

Then, without further warning, direct the pupils to 
read the selected paragraph. At the end of ten sec- 
onds call a halt and have each pupil to underscore 
the word he is reading. Then have the pupils to close 
their books and write out what they have read. In 
your first trial you may find that many of the pu- 
pils do not get started to reading in ten seconds, but 
such exercises should soon put most of the pupils on 
the alert, so that they will read several lines in the 
first ten seconds. Do not consume much time on the 
written material, for the writing is suggested only 
as the means of keeping some pupils from fudging 
or doing a superficial type of reading. A few preli- 
minary observations will reveal the fact that pupils 
frequently " waste " several minutes before they real- 
ly get into newly assigned tasks. Such waste is not 
only unnecessary, but also has a deterioriating effect 
upon the pupils' work. Repeat this type of exercise 
frequently, until pupils are brought to the point 
where they ' 'pitch right into" the work without ap- 
preciable loss of time. 

(3) Practice Exercises in Quickly Finding the First 
Statement Relevant to a Given Problem 
or Question 

For this type of exercise select four or five 
suitable paragraphs and formulate an appropriate 
question or problem related to each. In your plans 
indicate the first relevant statement and where it is 
found in the paragraph. At class time, first write 
each question on the board. Next point out the ap- 



54 EXERCISES IN STUDY AND READING 

propriate paragraph, by indicating the page and line, 
and then have the pupils to see how quickly they 
can find the first relevant statement. As soon as each 
pupil finds the statement have him to underscore the 
first word, close his book, and raise his writing hand. 
Check up the reading by going about and observing, 
what each pupil chooses as the first relevant state- 
ment. Consider the time each pupil takes in rela- 
tion to his normal reading rate. Failure to note the 
first relevent statement will indicate either a lack of 
concentration upon the question, or the presence of 
superficial reading. As soon as you have checked up 
each pupil's reading, direct him to finish the para- 
graph. Finally, have the class to discuss the para- 
graph as a unified whole, before going on to the next 
selected paragraph. 

(4) Practice Exercises in Recalling the Problem 
Often While Reading for Its Solution 

Material can be selected discriminately and or- 
ganized appropriately only when the reader clearly 
and constantly holds in mind the purpose for which 
he is reading. Unless pupils are frequently reminded 
of the immediate goal toward which they are work- 
ing, they may wander from the main purpose of the 
study and be confused. To avoid such confusion, you 
should frequently have them to state what they are 
looking for, or the problem which they are hoping to 
solve through studying the particular reading matter. 
Such occasional stating of the question or problem 



CONCENTRATING QUICKLY AND FULLY 55 

keeps the guiding purpose predominant and thus aids 
in the selection of ideas. 

For these exercises select a few paragraphs and 
formulate an appropriate question based on each. At 
class time, first clearly state the question on one of 
of the selected paragraphs, and then direct the pupils 
to read the paragraph for the answer to the ques- 
tion. After the reading has proceeded for a while, ask 
the pupils to re-state (in writing) the question for 
which they are seeking an answer. Sometimes allow 
them to state the question orally. Failure to re-state 
the question approximately, indicates a lack of con- 
centration upon the problem. Repeat this type of 
exercise as frequently as necessary in order to keep 
the pupils aware of the necessity of holding in mind 
the specific question or problem on which they are 
studying. Without such sustained concentration, 
selective reading on a large scale is impossible. 

A variation of the above type of exercises in- 
volves writing out the question on the board and 
directing the attention of individual pupils to the 
question whenever they seem to be losing sight of 
the problem. Plan a few exercises of this type and 
direct the attention of individual pupils to the writ- 
ten questions as often as it seems necessary. When 
a pupil gives an irrelevant answer, it is time to use 
one of the above methods to direct his attention to 
the importance of the question. Even when the class 
is not reciting upon the paragraphs being studied, it 
is well to check occasionally in order to find out 



56 EXERCISES IN STUDY AND READING 

whether they are concentrating upon the problems as- 
signed them. 

(5) Partly an Outcome of Habits of Discipline 
and Orderliness 

Pupils who have learned to "work while they 
work", to go about their work systematically at the 
proper time and in the appropriate way, have built 
up habits which will serve as powerful aids to spe- 
cific concentration. See that your pupils constantly 
observe these essentials, and see that unnecessary or 
unusual distractions are not allowed to interfere with 
their work during the study period. Absolute quiet 
is not desirable, but unusual distractions should be 
eliminiated. 

References 

1. Woodworth, R. S» Psychology; A Study of Mental Life, 

1921, Chapter XI, (Attention), especially pp. 267-68 
(Management of attention). 

2. Starch, D. Educational Psychology, 1919, pp. 180 83, 

(Control of Attention). 

3. McMurry, F. M. How to Study and Teaching How to 

Study, 1909, pp. 36, 37, 176, 178, 185 (Attention and 
learning) . 



CHAPTER VI 

TRAINING IN MAINTAINING A LONG "SPAN" 
OF ATTENTION 

Main Points of the Chapter 

1. Skill in holding in mind the points which are rele- 
vant to a given problem may be developed throngh the use 
of the following types of training: 

(1) Showing each pupil his deficiencies in each of the 
exercises suggested below, and then appealing to him to 
strive to reach progessively higher standards. 

(2) Giving the pupils directed practice in recalling the 
points of successively longer selections. 

(3) Giving the pupils directed practice in holding some 
relevant points in mind while searching for additional rele- 
vant points. 

(4) Giving the pupils directed practice in selecting and 
holding in mind relevant points, under a time limit. 

2. Giving a second form of the Thorndike-McCall test 
for checking up and motivation. 

3. Summary of Chapters V and VI. 

1. Introductory Discussion 

In connection with the training suggested in 
Chapter IV, it was maintained that rapid reading is 
essential because it brings all the various elements of 
each thought unit into the mind more nearly simult- 
aneously and thus aids comprehension. This chapter 
will suggest further methods of accomplishing the 
same result. It will suggest exercises intended to in- 



£8 EXERCISES IN STUDY AND READING 

crease the "span" of attention, that is, to increase 
£he length of time that the pupil can hold in mind 
relevant thought elements, and to increase his ability 
to hold some relevant thoughts (points) in mind 
while searching for additional relevant points. It is 
-evident that this type of training involves memory 
ras well as attention. As has been suggested above, 
adequate comprehension is possible only when all the 
^essential thought elements are brought together and 
blended. It appears that both rapid reading and a 
long "span" of selective attention are necessary for 
this convergence and blending of thought elements. 

(1) Diagnosis, Motivation, etc. 

Each of the several types of exercises suggested 
below can be used for diagnosing the deficiencies 
-along the line of the habits involved, for motivating 
the drill which follows in each group of exercises, 
? and for checking up accomplishments in each line of 
training. As in the preceding chapter, there are no 
standardized tests specifically adapted for testing the 
skills here involved. 

(2) Practice Exercises in Recalling the Points 

(Thought Elements) of Longer and Longer 

Sentences and Paragraphs 

Here the emphasis is upon holding in mind the 
points gathered through reading. The recalling of 
the points furnishes evidence that the points are held 
in mind, and at the same time constitutes a type of 
.exercise which is very helpful for stimulating the 



MAINTAINING A LONG SPAN OF ATTENTION 59 

efficient selection and retention of essential thought 
elements. 

In planning these exercises list a few sentences 
that are short and simple, a few that are a little 
longer, and so on until you have listed five or six 
groups of sentences ranging from short sentences to 
very long ones. Similarly list groups of paragraphs 
ranging from short paragraphs of three or four 
simple statements to paragraphs of the greatest 
length commonly found in your textbook. Do not use 
eomplicated materials, but only such as are relatively 
simple in construction and familiar in content. 

At class time explain the game to the class, and 
then, starting with one of the shorter sentences, first 
have the pupils to read the sentence once, and then 
have them to close their books and write out the 
points from memory. Check up their reading by hav- 
ing different pupils to read their list of points aloud, 
by having various pupils to write the points on the 
board, or by passing around and inspecting pupils' 
work. After they have written out all they can, 
they should carefully correct their list by consulting 
the sentence in the book. Go through a similar pro- 
cedure with each of the selected sentences and para- 
graphs, and constantly emphasize the necessity of 
holding the essential points in mind. With the ex- 
tremely long paragraphs it may prove necessary to 
allow some of the pupils to glance through each para- 
graph after reading it over once. 

The first attempt at this type of exercise may 
not show a great deal of proficiency on the part of 



60 EXER€ISES IN STUDY AND READING 

the pupils, but the exercises should make both the 
teacher and the pupils aware of the need for train- 
ing in this essential phase of study. It seems that 
such a type of procedure could profitably be used 
quite often in connection with the preparation of the 
regular lessons. After the first introductory lesson 
on this type of exercise you would not need to take 
so much care to select sentences of various lengths^ 
but you could take up the sentences as they come, 
especially those of sufficient length to give trouble 
to most of the pupils. Plan to keep constantly at this 
problem of increasing the span of attention, and en- 
courage individual pupils to do much practicing of 
this type while preparing regular lessons. 

(3) Practice Exercises in Selecting Relevant Points 

and Holding Such Points in Mind While 

Reading* for Further Relevant Points 

The main purpose of this type of exercise is to 
develop proficiency in selecting and holding in mind 
relevant points while searching for succeeding points 
related to the same stated question or problem. Search- 
ing for the solution of a definite problem, or for the 
answer to a thought question requires this type of 
activity. Hence the great need for developing pro- 
ficiency in selecting and holding in mind the succes- 
sive points under a topic. 

In planning exercises for this type of training 
pick out simple paragraphs ranging from those of a 
few statements (points) relating to a definite topic, 
to those of many statements relating to some definite 



MAINTAINING A LONG SPAN OF ATTENTION 61 

topic. For each paragraph frame an appropriate 
question calling for the main statements relating to 
the central topic of the paragraph. 

At class time write on the board the question to 
be used in connection with each paragraph, and then 
require the pupils to read the paragraph for the 
answer to the question. After they have devoted 
plenty of time to the reading have them to close their 
books and write out the answer to the question. In 
this practice do not allow them to mark the points 
or to write down the points while reading, for in the 
exercises of this chapter the problem is to develop the 
habit of "holding points in mind". After all of the 
pupils have finished writing on each question, have 
them to open their books and, under your supervi- 
sion, carefully take down and review the essential 
points. Occasionally this corrected list of points 
should be written on the board as the pupils suggest 
the points. In the exercises of this section allow plen- 
ty of time for the reading. In section (4) exercises 
will be suggested for speeding up the rate at which 
this type of thing is done; but in the exercises of 
the present section the emphasis should be centered 
upon developing the habit of "holding points in 
mind" when the rate factor is not stressed. 

(4) Practice Exercises in Selecting and Holding in 
Mind Relevant Points, under a Time Limit 

These exercises are carried out in the same gen- 
eral way as those suggested under section (3) above, 
except that we here emphasize increasing the speed 



62 EXERCISES IN STUDY AND READING 

at which the activity is performed. Use groups of 
paragraphs similar to those used in section (3), but 
gradually shorten the time allowed for finding the 
relevant points. Use new reading matter (not prev- 
iously studied) for this purpose and finally insist 
upon getting the main points at a single reading. 

2. Thorndike-McCall Test for Checking up 
and Motivation 

At this point give another form of the Thorn- 
dike-McCall test, to find out what has happened in 
the comprehension phase of reading, and also to furn- 
ish the motive for attacking the specific phases of 
comprehension in connection with the exercises to be 
suggested in the following chapters. For giving this 
test the following materials are needed: — (a) Thorn- 
dike-McCall Reading Scale, Form 2 (One copy for 
each pupil) ; (b) Tabulation and Graph Sheets, Form 
2 (Two or more copies for each class) ; and (c) Direc- 
tions Sheet to match (One copy for the teacher). 

Compute the scores, and record and report them 
as with the Monroe test in Chapter IV. 

3. Summary 

In the exercises suggested in Chapters V and VI 
an effort has been made to develop control of atten- 
tion as one of the specific problems connected with the 
development of a high grade of comprehension. In 
the exercises suggested in Chapter V, an effort was 
made to develop the power to direct attention select- 
ively, and the power to maintain sustained attention, 



MAINTAINING A LONG SPAN OF ATTENTION 6$ 



while in the exercises suggested in Chapter VI, an ef- 
fort was made to increase the span and intensity of 
attention. 

References 

See references in Chapter V. 



CHAPTER Vn 

TRAINING IN "VISUALIZING" THE DETAILS 
OF WHAT IS READ 

Main Points of the Chapter 

1. Pupils should be trained to interpret difficult read- 
ing matter by relating it to their own accumulated fund of 
experiences. Such training may be given through the use 
of the following exercises: 

(1) Diagnosis of pupil difficulties through the use of 
improvised tests, and demonstration of the proper use of 
related past experience as an aid to meaning-getting. 

(2) Exercises in describing the "pictures", places, etc., 
which come to mind as the pupil reads selected passages. 

(3) Exercises in making charts, drawings, etc., to re- 
present the thought of printed matter. 

(4) Exercises in identifying reading content with con- 
crete personal experiences. 

(5) Exercises using ready-made pictures, slides, etc., to 
clarify or supplement printed discussions. 

1. Introductory Discussion 

Very often pupils do not comprehend the full 
significance of reading matter on account of the inade- 
quate functioning of the appropriate related exper- 
iences. To stimulate the adequate functioning; of 
the apperceptive process in connection with compre- 
hension in reading and study, the teacher must give 



TRAINING IN " VISUALIZING ' ' 65 



the pupils much practice in recalling experiences 
closely related to the study material. Such past ex- 
periences, sometimes consciously recalled but often 
unconsciously operating, are absolutely necessary for 
the comprehension of meaning. These past exper- 
iences need not be limited to the real personal exper- 
iences of the pupils, but may range from the intense- 
ly vivid personal experience to the "second-hand" 
experiences gathered from books, stories, pictures, 
etc. The purpose of the exercises suggested in this 
chapter is to get the pupils to form the habit of in- 
terpreting difficult reading matter by relating it to 
their accumulated fund of experiences. This kind of 
activity not only builds up the meaning in the im- 
mediate situation, but also tends to make the acquisi- 
tion a permanent part of the pupils. 

(1) Diagnosis and Demonstration 

As in previous sections, the first trial of each 
type of exercise suggested below can be used as a 
crude sort of diagnostic test by which the teacher can 
discover the amount of initial proficiency along each 
line. The first few exercises in each group will also 
have to serve mainly as demonstrations of these 
methods of getting the meaning of reading matter. 
As soon as pupils catch the trick they will develop 
rapidly. Make them see that these exercises are 
merely ways of supplementing the reading matter by 
associating it with other experiences which throw 
light upon the meaning. 



66 EXERCISES IN STUDY AND READING 

(2) Practice Exercises in Describing What " Pic- 
tures", Places, and experiences Come to 
Mind as the Pupil Reads a Passage 
In planning these exercises select four or five 
appropriate paragraphs from the regular study mat- 
erial and list every pupil experience which you think 
might be recalled by each selection. Also list ev&ry 
type of experience which you think will throw light 
upon the meaning of the materials selected. List a 
few detailed instances in each case. For example, 
the following pupil experiences would be a partial 
list for the two main statements in topic 69, page 
65, in Lyon's " Soils and Fertilizers ,, : 

(a) Compacting the soil causes water to rise to the 
the surface. Related observations: 

(1) Water rises to the top of wet sand when the 
sand is compacted. 

(2) Water rises in footprints in wet snow. 

(3) Water rises in footprints in mulched soil. 

(b) Looseness of soil breaks eapillary connections and 
thus prevents rise of moisture. Related observa- 
tions: 

(1) Straw thrown over soil keeps it damp. 

(2) Flat stones, boards, etc., hold moisture in soil. 

(3) Leaves, sawdust, etc., serve the same function. 

At class time have the pupils to read each para- 
graph and then have various individual pupils to de- 
scribe orally the experiences which the reading mat- 
ter suggest to their minds. If they do not mention 
abundant experiences, supplement their list with ad- 
ditional suggestions from your prepared list. Dis- 
cuss all suggestions with the class. The discussion 



TRAINING IN " VISUALIZING ' » 6T 



will not only clarify and enrich the meaning, but it 
will also furnish the pupils with hints useful in mean- 
ing getting and thought impressing in other connec- 
tions. 

(3) Practice Exercises in Making Simple Charts, 
Drawings, etc., to Represent What is Read 

Three very important advantages attach to this 
type of exercise. In the first place, appropriate rep- 
resentation is objective proof of adequacy of com- 
prehension, for the pupil must clearly grasp the 
thought before he can appropriately represent it. 
Failure to represent appropriately tends to convince 
the pupil of the need for better comprehension, for 
in such a case he can see the proof. Such represen- 
tation also furnishes the teacher with objective evi- 
dence of the accomplishments of pupils during silent 
study. In the second place, the representation of 
thought serves to clarify the thought by re-organiz- 
ing it in such a way as to make it more concrete and! 
meaningful to the pupils. In the third place, the re- 
expressing of the thought in another form involves - 
the process of assimilation through which the material- 
tends to become a part of the pupil 's own experience- 
In fact, it is only as the pupil does something with 
(re-acts to) the material read that it really becomes 
a part of him. Note that only simple representations 
are expected. Artistic drawing is not the goal here, 
but only rough representation which will aid in any 
one of the ways mentioned above. Do not have the 
pupils to draw just to be drawing. The drawing; 



€8 EXERCISES IN STUDY AND BEADING 

should ser^e some useful function in connection with 
comprehension. 

In planning these exercises pick out four or five 
appropriate paragraphs or topics and list the draw- 
ings,, charts, or other types of representing which 
you think will serve the functions suggested above. 
Your plans should include a list of the types of rep- 
resentation which you intend to suggest. 

At class time explain to the class what they are 
expected to do, and demonstrate the procedure in. 
connection with one of the selected paragraphs. Then 
liave them to take each of the other selected para- 
graphs and represent the parts which need represea- 
tation for the reasons stated above. After each para- 
graph is illustrated by the pupils, take up the illustra- 
tions and have a class discussion of both the need of 
representation and the appropriateness and fullness 
of the representation. If the pupils have not hit 
mpon what you consider the better types of represen- 
tation, add a few from your own list. So far as pos- 
sible allow each pupil to use his own means of rep- 
resentation. List and report all types of representa- 
tion used by the pupils (drawing, charts, pictures, 
cuttings, modelling, etc.) to represent the thought of 
the selected paragraphs. 

(4) Practice Exercises in Identifying Reading 

Content With Concrete Personal 

Experiences 

The exercises here suggested differ from those 
considered in section (2) above, in the fact that tke 



TEAINING IN "VISUALIZING" 69 

exercises in this section concern the more concrete 
and personal experiences which have been more or 
less purposely carried out for instructional reasons. 
Laboratory experiments, field trips, and the like are 
very helpful for this purpose. It is frequently sug- 
gested that laboratory experiments, or observations^ 
should precede the textbook study on certain topics. 
After the experiment is finished, the extended text- 
book discussion of the same topic is next studied for 
purposes of verification, supplementation, etc. Such 
an order of procedure gives an excellent basis for 
identifying the reading matter with concrete personal 
experiences, for through such preliminary activities 
the pupils have already been given an understanding 
of the matter in connection with concrete materials 
and they are therefore prepared to follow the text- 
book understandingly as it gives a more extended 
discussion of the same topic. Field trips and out-of- 
school experiences of the pupils may also be used for 
this purpose. 

In planning these exercises select two or three 
important topics discussed by the textbook. The 
topics should be selected from sections which are 
rather closely related to previously performed labo- 
ratory exercises, or to previous observations of the 
class. In addition to listing the related laboratory 
exercises and observations, list all other personal ex- 
periences which any of the pupils have had along 
lines related to the selected topics. 

At class time have the pupils to read each selec- 
tion and to cite class experiments, observations from 



70 EXERCISES IN STUDY AND READING 

field trips, or other personal experiences which sup- 
plement or throw light upon the selection read. Dis- 
cuss all helpful suggestions. After they have given 
all the suggestions that they can think of in connec- 
tion with each topic, you should suggest other experi- 
ments and observations from your prepared list. In 
agriculture and a few Other subjects each individual's 
project or problem furnishes him with the basic ma- 
terials for the interpretation, for himself and for the 
rest of the class, of the reading matter closely con- 
nected with the project. The class discussions should 
be used as the means of sharing the benefits of these 
more extended experiences of different members of 
the class. 

(5) Using Ready-made Pictures, Slides, etc., to 
CJlarify or Supplement Printed discussions 

Our schools have only recently been awakened 
to an appreciation of the value of "visual presenta- 
tion" as a means of clarifying and supplementing 
the discussions of the textbook. The prolific use of 
pictures, diagrams, graphs, and the like, in recently 
printed books, and the growing use of slides and even 
motion pictures for educational purposes, attest the 
great importance now being attached to methods of 
visual presentation. Pictures, slides, and the like, 
furnish the nearest substitute for experience with the 
real object, wherever the particular thing being stu- 
died has not been a part of the pupil's real exper- 
iences. They also possess the advantages of being 
permanent and complete, so that they may be referred 



TKAINING IN " VISUALIZING 1 ' 71 

to repeatedly while the pupils are trying to make out 
the thought of the related reading matter; 

In preparing for these exercises list all available 
ready-made representative and illustrative materials 
which you think can be used in connection with the 
topics of a definite lesson assignment. Plan and 
write out just where and how you will use each listed 
picture, diagram, graph, slide, etc., to clarify or sup- 
plement the textbook discussion. 

At class time first demonstrate to the class how 
these ready-made visual aids help the reader in get- 
ting the thought more fully and accurately. After 
demonstrating the matter in connection with two or 
three topics, take up the planned assignment, topic 
by topic, and see that all the pupils make full use 
of each available illustrative material at the appro- 
priate time. This type of study supervision can be 
carried out in connection with the so-called "study- 
recitation" in which the material is taken up a para- 
graph at a time. As you notice lack of comprehen- 
sion on the part of any pupil, cite pictures, diagrams, 
slides, etc., which you think will clear up the diffi- 
culty. The purpose here is to promote clear thinking 
based on adequate comprehension. However, it should 
be understood that these visual devices are to be 
used not as substitutes for study on printed matter, 
but rather as material supplementary to such study. 
Eventually we want the? pupils to depend mainly 
upon their own past experience. and power of imagery 
as the means of such supplementation. Hence, these 
devices should be used only where they are needed to 



72 EXERCISES IN STUDY AND READING 

add clearness or fullness to the printed discourse, and 
they should be discarded just as soon as the pupils 
can get the thought adequately without their aid. 
This means that the proper place for such devices 
is in connection with the introduction of unfamiliar 
topics, or at points where new or more complicated 
phases of old topics are taken up. This argument 
applies to the exercises suggested in each of the sec- 
tions of this chapter. 

References 

1. Bolton, F. E. Principles of Education, 1910, Chapter XX, 

especially pp. 520-27; 533-35 (Apperception and 
Meaning) . 

2. Thorndike, E. L. Principles of Teaching, 1906, Chapter IV, 

especially pp. 42-43 (Apperception and Meaning). 

3. McMurry, F. and C. Method of the Becitation, 1903, pp. 

74-93 (Apperception). 

4. Kerfoot, J. B. How to Bead, (Reading by reproducing in 

self). 

5. Judd, C. H. Beading: Its Nature and Development, 1918, 

Chapter IX, especially pp. 177-183 (Meanings and 
reactions). 

6. Parker, S. C. Methods of Teaching in High Schools, 1915, 

Chapter XII, especially pp. 300-304 (Apperception). 



CHAPTER VIII 

TRAINING IN GETTING THE MEANINGS OF 
SENTENCES AND PARAGRAPHS 

Main Points of the Chapter 

1. Pupils should be trained to emphasize properly the 
various elements that make up sentences and paragraphs. 

2. Use the Thorndike-McCall tests and similar impro- 
vised tests for diagnosis, motivation, and checking up. 

3. Train pupils to emphasize properly the elements of 
sentences by putting them through the following practice 
exercises : 

(a) Exercises in telling what the sentence says, asks, etc, 

(b) Exercises in selecting the few words which contain 
the main thought. 

(c) Exercises in selecting the one or two most import- 
ant words. 

(d) Grouping words to show meaning. 

(e) Picking out the mere helping words. 

4. Train pupils to emphasize properly the elements of 
paragraphs by putting them through the following practice 
exercises : 

(a) Exercises in telling what the paragraph says, 
asks, etc. 

(b) Exercises in selecting the few sentences most es- 
sential to the thought of the paragraph. 

(c) Picking ont the most important sentence or state- 
ment. 

(d) Grouping sentences and clauses so as to show 
meaning. 

(e) Picking out the mere helping sentences. 



74 EXEECISES IN STUDY AND READING 

5. Give pupils much practice in intepreting and carry- 
ing out written directions furnished by the teacher. 

6. Give pupils practice in doing experiments, construc- 
tions, etc., according to printed directions. 

1. Introductory Discussion 

The purpose in connection with the exercises sug- 
gested in this chapter is to get the pupils to emphasize 
properly the various elements that make up sentences 
and paragraphs. It has been demonstrated over and 
over that undue emphasis upon certain words, 
phrases, or clauses may materially alter the meaning 
of a selection. The exercises here proposed are for 
the purpose of getting pupils to form the habit of 
weighing the elements of sentences and paragraphs. 

For the exercises with sentences, select a large 
number of sentences ranging from very simple to 
very complicated ones. Write out, or mark, the parts 
which are appropriate for the exercises of each sec- 
tion listed below. Each sentence may be carried 
through all of the exercises suggested for sentences. 
For the exercises with paragraphs, select paragraphs 
and work up your plans in a way similar to that sug- 
gested for sentences. In each exercise see that the 
pupils emphasize the proper elements and that they 
understand why such elements deserve emphasis. In 
the introduction of this book it was indicated that 
skilful reading is essentially a process of analysis 
(selecting the appropriate elements) and synthesis 
(reorganizing these elements so that they mean some- 
thing to the reader), guided by an impelling purpose. 



TRAINING IN COMPREHENDING MEANINGS 75 

Hence the importance of the kind of exercises sug- 
gested in this chapter. 

2. Diagnosis, Motivation, Practice and 
Checking up 

The previous use of the Thorndike-McCall tests 
has not only shown just where each pupil stood in 
relation to the class average and grade norms in com- 
prehension, but has also demonstrated one of the best 
means of testing the accuracy with which the pupils 
get the thought of printed matter. In connection 
with a few of your selected sentences and paragraphs 
make up questions similar to those of the Thorndike- 
McCall tests. Use these as improvised tests for one 
or two periods, following the same procedure as with 
the Thorndike-McCall tests. Throughout the term, 
occasionally assign a lesson by giving the class such 
a list of questions on definitely assigned paragraphs. 
(Similar suggestions are taken up in detail under 
Chapter IX). Such exercises aid the pupils by giv- 
ing definiteness to their quest for thought. 

3. Practice Exercises in Properly Emphasizing the 
Elements of Sentences 

These exercises will be discussed under the fol- 
lowing five groups : (a) Having pupils to tell what the 
sentence says, asks, etc.; (b) Picking out the few 
words which adequately express the thought of the 
sentence; (c) Picking out the one or two words most 
essential to the thought; (d) Grouping words and 
phrases to show the meaning; and (e) Picking out the 



76 EXERCISES IN STUDY AND READING 

mere helping words. Take up a sentence and carry 
it directly through all these types of exercise. Then 
take up another in the same way. Keep up the prac- 
tice until you have exhausted your selected sentences, 
or until you are satisfied that further class drill is 
not necessary. Then make special provision for indi- 
vidual drill for pupils who are weak in these exer- 
cises. 

(a) Practice exercises in telling what the sen- 
tence says, asks, etc.: As the introductory step in 
training pupils to emphasize properly the elements of 
sentences have the pupils to read each sentence silent- 
ly and then to close their books and tell what the 
sentence says. After several of the pupils have told, 
in their own words, what the sentence says, use the 
same sentence in the exercises which follow. 

(b) Practice in picking out the small group of 
words which quite adequately express the thought: 

Quite often three or four (at least a few) words ex- 
press quite adequately the essential thought of the 
sentence. Using the same sentence as above, have the 
pupils to practice locating (and sometimes underlin- 
ing or noting down on the paper) the small group 
of words which alone would quite adequately express 
the thought of the sentence. 

(c) Practice in picking out the one or two words 
which are most essential to the thought of the sen- 
tence: After locating the small group of words 
which fairly adequately express the essential thought 
of the sentence, have the pupils to find the most im- 



TRAINING IN COMPREHENDING MEANINGS 77 

portant word, or words, in such group, and to ex- 
plain the reason for their choice. 

(d) Grouping words and phrases to show mean- 
ing: Bringing together words or phrases which sup- 
plement, modify, or re-inforce the meaning of one an- 
other is very helpful in getting the exact meaning of 
a sentence. In practicing such grouping pupils may 
use either simple word grouping or a simple form of 
sentence diagramming. In either case see that the 
grouping shows the relationships of the words. Where 
pupils have already been trained, in diagramming 
sentences, this kind of exercise is easy. Do not waste 
time on useless diagramming, but discontinue this kind 
of practice as soon as the majority of the class be- 
come reasonably proficient in it. 

(e) Practice in picking out the mere "helping" 
words: Showing the pupils that most of the prin- 
ted words serve merely as helpers or aids to the main 
words assists the pupils in selecting the essential 
words. They need to know that, if they can hold in 
mind the main words, they can easily fill out the help- 
ing words from their own vocabulary. The exercises 
suggested above have made it easy to locate the help- 
ing words in the sentences' here used. As far as 
selecting is concerned, selecting the helping words is 
only the negative side of the practice in choosing the 
essential words. The special importance of this prac- 
tice comes to view when we are reviewing, or trying 
to reproduce the thought from memory. For instance, 
an outlined point may contain only one or two main 
words and we have to supply the balance of the words 



78 EXERCISES IN STUDY AND READING 

as we review the outline. The same is true when we 
are reviewing material in which the main words have 
been underscored. Give the pupils some practice in 
filling out sentences when only the two or three main 
words are given. Start with the sentences which they 
have been using above, but also introduce some new 
sentences. Discontinue this kind of practice as soon 
as the majority of the class develop reasonable pro- 
ficiency in it. 

4. Practice Exercises in Properly Emphasising 
the Elements of Paragraphs 

These exercises will be discussed under essential- 
ly the same five steps as employed in connection with 
sentences. The general procedure is the same as for 
sentences. 

(a) Having pupils to tell, in their own words, 
what the paragraph says, asks, etc. : Using your se- 
lected paragraphs, carry out exercises similar to those 
used with sentences under section (a). Carry the 
same paragraphs through all of the exercises below. 

(b) Picking out the few sentences or clauses 
which quite adequately express the essential idea of 
the paragraph: With each paragraph follow a pro- 
cedure similar to that used with sentences under sec- 
tion (b). 

(c) Picking out the most important sentence or 
statement of the paragraph: Plan and carry out 
practice exercises similar to those used with sentences 
under section (c). 



TRAINING IN COMPREHENDING MEANINGS 79 

(d) Bringing together the sentences or clauses 
so as to show real meaning: Bringing together the 
sentences or clauses which supplement, modify, or 
re-inforce one another helps to clarify and organize 
the meaning of the paragraph. For this purpose it 
is best to use a simple form of outlining, though mere 
grouping of sentences will often give good results. 
A good outline shows by its organization the rela- 
tion of its elements, and thus aids in getting the total 
meaning. 

(e) Picking out the mere helping sentences: 
With each paragraph follow a procedure similar to 
that used with sentences under section (e). 

§. Practice Exercises in Interpreting and Carrying 

Out Written Directions Furnished 

by the Teacher 

The exercises suggested in this section, and in the 
section which follows, furnish an indirect measure of 
the effectiveness of comprehension. Instead of ask- 
ing the pupils to give the main thought, we ask them 
to show, by what they do, that they have compre- 
hended the directions. Failure to succeed sends the 
pupil back to the directions for digging out the 
thought. Success in carrying out the directions tends 
to emphasize the essentials which bring success. 

The assignment of work probably furnishes the 
best occasion for using exercises which involve carry- 
ing out your written directions. Work out written 
directions for two or three brief class exercises. At 
class time write the directions on the board and ask 



60 EXEECISES IN STUDY AND BEADING 

the class to do what the directions say. Observe to 
see wherein individual pupils fail to get the right 
meaning of the directions. Help the individuals only 
when it seems that they can not get the directions 
for themselves. Before helping them, make sure that 
they have really made an effort to get the thought. 
Possibly it is well to let them make a few mistakes 
so that they may see wherein their comprehension has 
been inadequate. Then see that the mistakes are cor- 
rected and demand better reading next time. In the 
follow-up work, occasionally write out the whole les- 
son assignment on the board and require the class to 
carry out the directions without the aid of oral ex- 
planations. Make sure that the directions are not 
ambiguous. Check errors as quickly as possible and 
use each error as the signal for impressing upon the 
pupil the need for more careful reading. Observing 
and individual questioning should be used freely as 
means of keeping tab on this kind of work. 

6. Practice Exercises in Doing Experiments, 

Constructions, etc., According to 

Printed Directions 

These exercises will be much like the preceding 
type, but will be more extended and probably more 
complex in nature. There are several sources of ex- 
ercises of this type. The laboratory manual in the 
sciences, printed directions for making constructions, 
and printed directions frequently found in bulletins 
and magazines may be used for these exercises. 

Select directions related as closely as possible to 



TRAINING IN COMPREHENDING MEANINGS 81 

the regular class work and plan just how and when 
you will use them. At class time allow the pupils 
to assume the responsibility for interpreting and car- 
rying out the printed directions, but, as in the pre- 
ceding section, constantly watch to discover and cor- 
rect errors in interpretation, before too much time is 
lost and too many errors made through wrong inter- 
pretation. Carry out this kind of exercise until the 
majority of the pupils become able to get the direc- 
tions correctly. As stated above, the main advan- 
tages of exercises in carrying out printed or written 
directions lie in the fact that the objective results 
are more convincing than the results in the ordinary 
type of recitation, and in the fact that such direc- 
tions remain unexecuted until the pupil makes the 
proper interpretation of the directions. "Within 
reason, the answer to failure to do the thing des- 
cribed should be: "Read the directions more care- 
fully' \ 

References 

1. Thorndike, E. L. The Understanding of Sentences: A 

Stndy of Errors in Reading, Elementary School 
Journal, Vol. 18, L. 917, p. 98. 

2. Thorndike, E. L. Reading as Reasoning: A Study of Mis- 

takes in Paragraph Reading, Journal of Educational 
Psychology, VIII, June 1917, p. 323 (Judging the 
importance of words and statements). 



CHAPTER IX 

TRAINING TO READ UNDER THE GUIDANCE 
OF A DEFINITE PURPOSE 

Main Points of the Chapter 

1. Pupils must be brought to realize the value of read- 
ing for definite purposes. This can be accomplished through 
the use of the following practice exereises: 

(1) Showing each pupil his deficiencies in connection 
with eaeh of the exercises suggested below, and then appeal- 
ing to him to strive to reach progressively higher standards. 

(2) Discovering that each well organized unit of read- 
ing matter answers some definite question. 

(3) Preliminary stating of just what the pupil "ex- 
pects" to get from reading a proposed topic. 

(4) Listing the important questions answered by the 
selection. 

(5) Stopping occasionally to anticipate what is to follow 
next. 

(6) Listing the questions and queries that suggest them- 
selves as the pupil reads. 

(7) Locating the parts of the selection which accurately 
answer definitely stated questions. 

(8) Preparing lessons under the guidance of definite 
questions or problems. 

2. Summary of Part II. 

1. Introductory Discussion. 

The kind of training suggested in this chapter 
is closely related to that discussed in Chapter V. The 
present chapter emphasizes the dynamic and selective 



READING FOR SPECIFIC PURPOSES 8£ 

value of reading under the guidance -of a well con- 
ceived purpose, in contrast to aimless reading. 

The value of a well conceived purpose needs some 
discussion at this point. A well conceived purpose 
not only furnishes a dynamic drive which makes the 
reader pursue his quest more assiduously, but it also 
acts as a criterion by which to select or reject thought 
elements. Thoughts which are in any way, positively 
or negatively, related to the purpose for which one 
is reading all the more readily start associative pro- 
cesses which result in bringing the particular thoughts 
before the focus of conscious attention where they are 
judged and accepted, or rejected, in accordance with 
their relation to the primary purpose in mind. In 
other words, focusing the mind upon a definite pur- 
pose tends to make all relevant ideas strike in unison 
with that purpose. The ideas which start up neural 
processes in unison with those already functioning in 
the mind bring themselves into clearer consciousness 
because they supplement or unite with the original 
processes. The analogy of the interaction of tuning 
forks upon one another will throw light upon the 
interaction of ideas upon one another. By analogy, 
focusing the mind upon a specific purpose is like 
"tuning in" on a wireless wave. In both cases the 
mechanism is set in unison with the thing it is desired 
to intercept. When the thing, to which we have tuned 
the mechanism, plays its role, our mechanism sets up 
a sympathetic vibration process. In the nervous sys- 
tem we have stimulation of similar nervous pathff 
which sets into operation the so-called associative pro- 



84 EXERCISES IN STUDY AND READING 

cesses. On the negative side, those ideas which are 
not closely related to the neural processes at work in 
the mind fail to arouse any sympathetic nervous re- 
action, just as the vibrations of a tuning fork fail to 
produce sympathetic vibrations in an "un-tuned" 
fork. So we find that aimless reading tends either to 
attach equal signifiance to all thoughts or to result 
in a haphazard emphasis upon whatever appeals to 
the spontaneous interest of the moment, with the re- 
sult that selective reading is impossible. 

The exercises now to be suggested are intended to 
impress upon the pupils' minds the great value pf 
purposive reading. 

(1) Diagnosis, Motivation, Checking up, etc. 

Any of the exercises suggested below may be used 
for either diagnostic or checking up purposes. The 
deficiencies discovered can be used as the basis for 
appealing for greater effort on the part of individual 
pupils. 

(2) Practice in Discovering That Each Well Organ- 
ized Unit of Printed Matter Answers 
a Definite Question 

In these exercises, the purpose is to show the pu- 
pils that all well organized reading matter is pur- 
posive. A very few exercises should be sufficient to 
demonstrate that fact. 

In planning these exercises select several para- 
graphs from your textbook and write out the question 
which must have been foremost in the author's mind 
as he was writing each paragraph. 



READING FOB SPECIFIC PURPOSES 85 

At class time demonstrate to the Class that one 
of the selected paragraphs is the author's answer to 
a definite question. Then help them to discover that 
the same is true of each of the other selected para- 
graphs. In connection with each paragraph the pu- 
pils should ask themselves what question or problem 
the author is trying to answer. Pupils should get the 
notion that printed material consists largely of 
authors' answers to questions which the reader usual- 
ly desires to ask along certain lines. 

(3) . Practice in Stating, in Advance of Reading, 

Jnst What the Pupil "Expects" to <5et 

from Reading the Proposed Topic. 

This type of exercise is intended to focus the pu- 
pil's attention upon the problem or purpose for which 
he is reading, so that selection of thought may be more 
discriminate. 

After calling attention to a selected topical head- 
ing, have the pupils to "guess" what the paragraphs 
will say. Then have them to read the paragraphs 
and either verify or correct their guesses. Do the 
same with several selected paragraphs. Here the pur- 
pose in the mind of each reader is to establish or 
refute his own stated notions relating to the topical 
heading of the paragraph. Reading with such a pur- 
pose in mind tends to give more point to the thoughts 
encountered. As a pupil comes to a topical heading, 
he should review his own knowledge along the line 
of the topic before taking up the reading of the full 



86 EXERCISES IN STUDY AND READING 

paragraph. This secures a more adequate function- 
ing of the apperceptive and selective processes. 

(4) Practice Exercisea in Listing the Important 
Questions Answered by the Selection 

This type of exercise is really a continuation and 
expansion of the type of exercise discussed in section 
(2) of this chapter. It reverses the usual order of 
working from a stated question to its answer, by re- 
quiring the pupil to work from the answer back to 
the appropriate question. It doubtless requires much 
keener mental activity to formulate a good question 
on a paragraph than to take a definite question and 
find the answer by reading. Yet, both of these activi- 
ties involve comprehension. 

After the pupils have been convinced that the 
author is answering potential or real questions, give 
them some practice in listing such questions. While 
doing this they will doubtless get a better understand- 
ing of both the questions and the answers. Such ex- 
ercises will also furnish an occasional welcome varia- 
tion from the usual order of question first and answer 
following, and will at the same time encourage a very 
useful type of reflection. 

(5) Practice Exercises in Stopping Occasionally to 
Anticipate the Following Material 

This is the typical procedure when we stop in 
the midst of our reading to guess how the story will 
come out, or wonder why a particular character or 
element is introduced by the author. We are trying 



BEADING FOE SPECIFIC PURPOSES 87 

to think the author's thought ahead of him. Such 
exercises involve an active state of mind very essen- 
tial to good comprehension. 

Select a few paragraphs and plan just where you 
will stop the reading for anticipatory questions in 
connection with each. At class time carry through a 
few such exercises. At first you may have to suggest 
the questions, but this responsibility should be shifted 
to the pupils very soon. Follow up each pause with 
further reading in which particular attention is dev- 
oted to finding the answer to the stated query. 

(6) Practice Exercises in Listing the Questions, 
Queries, etc., that suggest Themselves 

as the Pupil Reads 

This type of exercise differs from the preceding 
type mainly in the fact that we here emphasize a state 
of mind active in discovering problems, rather than in 
anticipating the author's trend of thought. Both 
involve " reading to react to" the material read, by 
scrutinizing it for suggestions. 

Select a few appropriate paragraphs and require 
each pupil to list all questions, etc., suggested by each 
selection. Discuss each relevant question, as a means 
of problem raising. 

(7) Class Exercises in Finding the Parts of the 
Selection Which Accurately Answer 

Definitely Stated Questions 
A well chosen question is one of the most ef- 
fective means of directing selective reading. But, 
questions used for this purpose must be carefully 



88 EXERCISES IN STUDY AND BEADING 

stated so as to direct the pupils' attention to the es- 
sential thought. 

Select six to ten paragraphs and carefully state 
three or four questions specifically answered in each. 
List the paragraphs and the questions and indicate 
the line affording the answer to each question. 

At class time take up each of the questions with 
the class to see who can first find the particular line, 
word, phrase, or sentence containing the answer. 
Verify, or supplement, the findings of the pupils by 
comparing the findings with the lists in your lesson 
plan. When the part of the paragraph containing 
the answer is located, have the pupils to examine it 
and to state the answer in their own words. This type 
of training should be begun under the direct super- 
vision of the teacher. As soon as possible throw 
upon the individual pupils the full responsibility for 
finding and interpreting the sections containing the 
answers, but continue to check up their work at fre- 
quent intervals. 

(8) Practice in Preparing Lessons Assigned in the 
Form of Definite Questions or Problems 

This type of exercise is a further extension of 
the preceding type of exercise and furnishes one of 
the most effective types of lesson assignment. After 
some practice on the exercises suggested in section 
(7) above, the pupils should be able to prepare whole 
lessons under the guidance of appropriate questions 
which the teacher gives them when the lessons is as- 
signed. 



READING FOB SPECIFIC PURPOSES 69* 

For introducing this type of exercise take the 
amount of textbook material usually assigned for one 
lesson and work out good questions (mostly thought 
questions) covering the main points of the material. 
At assignment time point out the topics and give the 
class the questions. At the following recitation time 
take up each question and carefully check up and 
discuss the various answers submitted. Some of the 
checking can be done through oral discussion in which 
various pupils take part, but you may find it advis- 
able to collect the papers and look them over occasion- 
ally. Sometimes the oral discussion of the pupils' 
answers should be immediately followed by re-read- 
ing and correcting of papers by the pupils. Allow 
no writing while the questions are being discussed, 
for each pupil is expected to profit from the sugges- 
tions of other pupils. 

This type of assignment is considered one of the 
most effective means by which the teacher can direct 
the selective reading of the class. It sets up definite 
purposes or goals which guide the pupil in his se- 
lecting, organizing, and remembering, and at the same 
time it adds the element of satisfaction when the pu- 
pil finds that he has reached the stated goal. This 
feeling of success is very valuable in spurring pupils 
on to greater efforts in the face of difficulties. You 
will find it profitable to use this type of assignment 
quite frequently. The questions used should vary in 
form from the simple type which merely requires the 
pupils to find a statement in the book, to the compre- 
hensive type of thought question which requires re- 



90 EXERCISES IN STUDY AND BEADING 

flective thinking and reorganizing of materials for its 
answer. As pupils develop, use the thought type more 
and more. 

2. Summary of Part II 

Let us here summarize the training suggested in 
connection with the specific problems in comprehen- 
sion. As was indicated in the summary at the end 
of Chapter VI, the exercises suggested in Chapter V 
and VI were used to develop better control of atten- 
tion in reading and study. In Chapter VII exercises 
were suggested for bringing into operation certain 
psychological processes which serve as powerful aids 
to meaning getting. In the suggested exercises, re- 
calling related past experiences and utilizing visual 
aid in the presentation of material were most stressed. 
In Chapter VIII exercises were suggested for devel- 
oping proficiency in properly emphasizing the 
thought- giving elements in sentences and paragraphs. 
Finally, in Chapter IX exercises were suggested for 
developing proficiency in selecting and organizing 
points under the guidance of definite questions. 

In Part III certain general methods of summariz- 
ing, outlining, and reviewing will be taken up. 

References 

1. MeMurry, F. M. How to Study and Teaching How to 

Study, 1909, Chapter III (Provision for speeific 
purpose). 

2. Earhart, L. B. Teaching Children to Study, 1909, pp. 21, 

61, 84-85, 117, 145-49 (Eecognition of the problem). 



PART III 

ORGANIZING AND IMPRESSING 
THOUGHT 



CHAPTER X 

TRAINING PUPILS TO PAUSE OCCASIONALLY 
FOR SUMMARY AND CONNECTIONS 

Main Points of the Chapter 

1. Pupils must be brought to see the value of frequently 
summarizing as an aid to clarifying the thought and estab- 
lishing a thorough re-organization of the material, so that 
recall is facilitated. The following practice exercises can be 
used to bring out the value of summarizing: 

(1) Showing the pupils the relationship between de- 
fective outlining and defective thought getting. 

(2) Guided practice in reviewing and summarizing at 
proper intervals. 

(3) Practice in making outlines as an aid to lesson 
preparation. 

2. At the end of the specific drive on summarizing, the 
pupils should be given improvised tests for checking up the 
degree of proficiency gained in outlining and in reproducing 
the thought after studying their own outlines. 

1. Introductory Discussion 

An occasional pause for summarizing and for 
noting the interconnections of the reading nlatter is 



92 EXERCISES IN' STUDY AND BEADING 

useful not only for the purpose of getting the mean- 
ing and clarifying the thought, but also for estab- 
lishing a more thorough re-organization of the ma- 
terial in the reader's mind, so that recall of the ma- 
terial is facilitated. During such pauses the reader 
must temporarilly disregard the << nlling-in ,, material 
and take a look at the organized skeleton of essential 
points with a view to impressing the organized whole 
on his mind. This type of activity is especially im- 
portant for the immature reader who has not yet 
acquired facility in selecting and organizing thought 
elements. Even the mature student finds it advanta- 
geous to make at least a mental summary at the end 
of each unified group of thoughts. The frequency 
and length of these pauses depend upon the character 
of the reading matter and the purpose for which one 
is reading. Light reading matter, such as is found 
in novels, requires little or none of this type of ac- 
tivity, but heavy reading matter with many or com- 
plicated thoughts may require frequent pauses in or- 
der to maintain our bearings. Only a few types of 
exercises will be suggested here, but it is hoped that 
you will find it possible to add other types. 

(1) Diagnosis and Motivation 

Pick out two or three topics which readily lend 
themselves to outlining, and work our four or five 
good questions on each. At study time assign the 
topics for study and outlining. Ajsk the pupils to 
pick out the main points and important sub-points 
and arrange them so as to show the relationship of 



OUTLINING, SUMMARIZING, AND REVIEWING 93 

the points selected. When all have finished at least 
two topics, set a specified time for studying the first 
topic. At the end of that time require the pupils to 
hand in their outlines on the first topic, close their 
books, and write out the answers to the questions. Do 
the same with each of the other selected topics. Do 
not suggest the questions until books are closed and 
outlines are out of sight. It is probably best to put 
the questions on the board and keep them covered 
until the outlines are collected. At the beginning of 
the next recitation period, show the class how many 
questions were correctly answered and, where pos- 
sible, relate the correctness of the answer to the quali- 
ty of the outlining. In this way point out the utility of 
outlining, and then appeal to the pupils to struggle 
to improve their outlining proficiency in connection 
with the exercises suggested below. Pile away the 
original outlines and answers for later use. 

(2) Study Recitations Using Chrided Practice in 

Reviewing and Summarizing at 

Proper Intervals 

In planning these exercises select five or six con- 
secutive paragraphs of a regular lesson assignment, 
and write down the main points under each topic. 
Put these in brief outline form, properly indented 
to show the relationship between the parts (Note how 
subdivisions are arranged in outlines found in books) . 

At the class period have the pupils go through 
the first topic in the assignment, noting the main 
points. When they have thus gone over the whole 



94 EXEBCISES IN STUDY AND BEADING 

topic, start them over it again, and as they come to 
each main point or important sub-point place it on 
the board in proper outline form. See that the points 
are carefully arranged so as to show which are the 
main points and which the supporting points. The 
points should be so stated as to carry the full content 
meaning. For instance, instead of saying "time of 
planting", put it "plant in May". Finally, review 
the outline, carefully noting the inter-relationship 
of the parts. Similarly take up each of the other 
topics and outline them on the board as the pupils 
discuss the points. Make sure that the organization 
of the board outlines is good. Refer to your own 
prepared outline whenever necessary. However, pu- 
pils should have a hand in reorganizing the points 
in their proper relationships, for this gives them ex- 
cellent training. You should use your outline 
for suggestions and 1 guidance, but you should not 
hesitate to vary from it when pupils give good reas- 
ons for a different organization. As soon as possible, 
pupils should assume practically full responsibility 
for suggesting the arrangement of the points in the 
outline. When the outline is completed for each 
topic, review it and note the relationship of the parts. 
Where two or more successive topics deal with closely 
related matter, review their outlines together so as to 
establish the connections between the topics. Use 
frequent reviews to keep the organization of chapters, 
or larger units, clearly in mind. 

The above exercises have been suggested for the 
purpose of acquainting the pupils with suggestive 



OUTLINING, SUMMARIZING, AND REVIEWING 95 

methods of reviewing, summarizing, and outlining. 
After you have thus shown pupils how to summarize 
and outline, give them much supervised practice in 
outlining, so that they may learn to outline with 
facility. When they have acquired some facility and 
independence in outlining, they are ready for the ex- 
ercises to be suggested under section (3) below. 

(3) Practice in Making Outlines During the Study 

Period, as the Means of Keeping the Material 

and Connections in Blind 

In carrying out the preceding exercises the pu- 
pils have discovered how to use outlining as the means 
of summarizing the points of a paragraph or topic. 
Eventually they should develop skill in " mentally' ' 
summarizing and reorganizing the points without hav- 
ing to resort to writing out the points first. But as 
that goal is far ahead for most pupils, you should 
now center your attention upon giving them training 
in the use of note-taking and outlining as aids in in- 
dependent lesson getting. After a pupil has once 
carefully read through the discussion of a topic and 
has made a good brief outline of its main points, it 
should not, as a rule, be necessary for him to read 
through the whole bulk of the discussion a second 
time. In reviewing his outline he should go over the 
points and think out their discussion for himself. Of 
course, when he has trouble recalling the essential 
discussion connected with any topic or point, he 
should again consult the textbook for clarification. 
The outline should contain the words or brief state- 



96 EXERCISES IN STUDY AND BEADING 

ments which the individual pupil judges will best re- 
call to his mind the essentials of the discussion. At 
first have the pupils to write rather full statements; 
later encourage briefer statements. A statement is 
not too brief as long as it surely stimulates the recall 
of the required thought. The outline should fre- 
quently be memorized, but the whole discussion should 
rarely ever be memorized. 

For several recitations require the pupils to pre- 
pare the lessons by first outlining the topics of the 
assignment and then studying their outlines by try- 
ing to think out the discussions, as suggested above. 
At class time use a method of reciting which will 
emphasize the utility of reciting from an outline. The 
following procedure will be found to be good: Have 
one pupil to put on the board his outline for the first 
topic, another pupil to put on the board his outline 
for the second topic, and so on for all the more im- 
portant topics of the lesson. Then have each pupil 
to discuss the points listed in his outline. Next cor- 
rect and supplement his outline and discussions by 
the aid of suggestions from the other members of the 
class. "When through discussing each topic, see that 
the points are written in good outline form, and have 
the pupils to copy the outline for use as a model in 
connection with later outlining. Let the whole group 
of corrected outlines show a completely unified outline 
of all the topics of the lesson. Always review the 
corrected outlines in order to fix in mind the es- 
sential facts and connections. Sometimes have the 
pupils to hand in their original outlines for your in- 



OUTLINING, SUMMARIZING, AND REVIEWING 97 

spection. Examine these outlines carefully to find 
wherein individual pupils are having difficulty. Give 
special attention to those pupils needing help. Where 
a difficulty is common to most of the members of the 
class, take it up as a class affair. Provide additional 
work or library reading to keep the bright pupils use- 
fully occupied during the time that special attention 
must be devoted to the weaker members of the class. 
Finally, it should be repeated that as pupils develop 
they should more and more frequently be urged to 
make mental summaries as they study. Such sum- 
marizing, both written and mental, not only clarifies 
the meaning and establishes the interconnections of 
the points but also gives the psychological advantages 
accruing from frequent repetition while the materials 
and connections are yet fresh in the mind. 

2. Checking up Results 

At the end of the special drive on the exercises 
suggested in this chapter, you should check up the 
pupils' proficiency in outlining and in reproducing 
the thought after studying their own outlines. For 
this purpose select two or three topics which readily 
lend themselves to outlining, and work out four or five 
good questions on each. 

' At study time assign the selected topics and give 
the usual instructions for outlining. Start the pupils 
on your selected topics first, but assign enough addi- 
tional topics to keep the faster pupils busy until the 
others have finished the special topics. Have them to 
use a separate sheet for each topic and urge them to 



98 EXERCISES IN STUDY AND READING 

study the material carefully and make a good outline. 
When all the pupils have finished outlining the two 
or three special topics, set a specified time (one to 
three minutes, depending upon the length and diffi- 
culty of the particular topic) for studying the first 
topic. At the end of the specified time require the 
pupils to hand in their outlines on the first topic, 
close their books, and then write out the answers to 
the questions. As suggested in section (1), do not 
suggest the questions until the books are closed and 
the outlines are out of sight. Put the questions on 
the board, as suggested in section (1) above. Collect 
the answers and then follow a similar procedure with 
each of the other special topics. 

In treating the results, first compare each pupil's 
outline with his outline made in connection with the 
exercise of section (1) above, to see whether there is 
improvement in the character of the outline. Then 
determine the number of questions correctly answer- 
ed by each pupil, and compare the number with the 
corresponding results obtained in connection with the 
exercise of section (1) above, to see whether there 
has been improvement in the degree of mastery of the 
material. Unless the material used in this section is 
like that used in section (1), the results obtained in 
the two cases will not be strictly comparable. Pro- 
vide for this comparison by selecting material that is 
similar in nature and difficulty to that used in sec- 
tion (1). 



OUTLINING, SUMMARIZING, AND REVIEWING 99 



References 

1. McMurry, F. M. How to Study and Teaching How td 

Study, Chapter V (Organization of ideas) and pp. 
168-78, 185-90 (Memorizing through thinking). 

2. Earhart, L. B. Teaching Children to Study ,1909, pp. 10, 

37-40, 73, 87-88, 115, 152-54 (Organizing and im- 
pressing ideas). 

3. Peterson, Joseph. The Effect of Attitude upon Immediate 

and Delayed Reproduction, Journal of Educational 
Psychology, VII, Oct. 1916, p. 253 (Active attitude). 

4. Stone, Clarence R. Silent and Oral Reading, 1922, pp.. 

183-89 (Outlining). 

5. Parker, S. C. Methods of Teaching in High Schools, 1915v 

pp. 407, 410-12 (Outlining in study). 



CHAPTER XI 

FINAL TESTING, AND TAKING STOCK OF 

THE ACCOMPLISHMENTS OF THE 

ENTIRE COURSE UP TO 

THIS POINT 

Main Points of the Chapter 

1. At the end of this course the teacher should take 
stock of the accomplishments of the training, and of the re- 
maining deficiencies and problems. 

2. For final testing a third form of the three tests 
previously used should be given. 

3. Scores should be computed and reported as in the 
previous testing. 

4. Take stock of the training by giving: (1) Compara- 
tive scores for the different testings; (2) Discussion of re- 
sults for the class as a whole; (3) Special account of ex- 
ceptional pupils; (4) Your critical estimate of the value of 
each type of exercise; (5) Projected plans for following up 
this training. 

1. Introductory Discussion 

At the beginning of this course you gave three 
standardized reading tests through which you dis- 
covered certain deficiencies in rate of reading and 
in degree of comprehension on the part of your pupils. 
During the course you gave a second form of each 
of the three tests, in order to get a measure of the 
pupils* progress and an idea of the character and 



FINAL TESTING AND STOCK-TAKING 101 

extent of the deficiencies remaining after specific 
training along certain lines. Now, after finishing the 
drives on the various specific types of training, yott 
are asked to give another form of the same three tests, 
and to compare the results here obtained with the 
results obtained in the preceding testing. The direc- 
tions for giving the tests are exactly the same as be- 
fore. The materials needed are listed below. 

2. Final Testing 

(1) Thorndike-McCall Reading Scale. For giv- 
ing this test the following three kinds of materials 
are needed: — (a) Thorndike-McCall Beading Scale, 
form 3 (One copy for each pupil) ; (b) Tabulation 
and Graph Sheets to match (Two or more copies 
for each class) ; (c) Directions Sheets to match (One 
copy for the teacher). Give and score the tests ex- 
actly as in the preceding testing with this scale. 

(2) Monroe's Standardized Silent Reading Test 
For giving this test the following two kinds of ma- 
terials are needed: — (a) Monroe's Standardized Si- 
lent Reading Test, Revised, Test 2, Form 3 (One 
copy for each pupil) ; and (b) Class Record Sheet, 
Form 3 (Two or more copies for each class). Give 
and score this test exactly according to the direc- 
tions printed on the back of the Class Record Sheet. 

(3) Courtis Silent Reading Test. For giving 
this test the following three new kinds of materials 
are needed: — (a) Courtis Silent Reading Test No. 2, 
Form 2 (One copy for each pupil) ; (b) Individual 
Record slips to match (One slip for each pupil) ; and 



102 EXERCISES IN STUDY AND READING 

(c) Duplicate Class Record Sheet to match (One or 
more for each class). The two directions folders listed 
for the preliminary Courtis test are also used here. 
Give the test and score the results exactly as in the 
preceding testing with the Courtis test. 

3. Report on Final Testing 

Compute the scores and record them on the appro- 
priate score sheets, as in the preceding testing. Send 
us duplicate copies of the score sheets, but keep the 
test sheets on file for further study. 

4. Taking 1 Stock of the Entire Course up 
to This Point 

In the general directions, given in Chapter I, it 
was suggested that at the end of the special drive on 
each type of training you should write out a general 
account of your experiences with the particular type 
of training. It was also suggested that at the end of 
the course you would be expected to give a critical 
account of your experiences with each type of exer- 
cise used during the course. Since finishing the spe- 
cial drive on each type of training, you have doubt- 
less used each type a greater or less number of times 
and have viewed it in its relation to the whole course. 
Now you are expected to take stock of the whole course 
up to this point, and to give a critical account of your 
experiences with each type of exercise. The results 
of your survey and evaluation should be shown in a 
careful report on each of the following five items : 

(1) A table showing, side by side, the individual 



FINAL TESTING AND STOCK-TAKING 103 

and class results for all three testings with each kind 
of test; and showing the gain or loss with each test- 
ing, reckoned from the results of the preliminary test- 
ing as the basis. 1 

(2) A discussion of the results for the class as 
a whole, as shown in the tabulated results and in the 
teacher's observations of the class work. Give any 
explanations which will throw light upon the accomp- 
lishments of the training. 

(3) A separate account of the results obtained 
with exceptional pupils. Give all facts and explana- 
tions which you think will throw light upon these 
cases. 

(4) A critical statement of your estimate of the 
value of each of the suggested types of exercises for 
training pupils in study and assimilative reading. 

(5) A statement of your projected plans (in ad- 
dition to those suggested in Chapter XII) for follow- 
ing up this training, so as to maintain and further de- 
velop the proficiency attained in the various lines. 

References 

See references listed in Chapter II. 



l The writer has prepared a Special Tabulation Sheet for 
recording and reporting these test scores for the whole 
class. The sheets may also be modified for the use of 
individual pupils in keeping the weekly records suggest- 
ed on page 32. 

For keeping the class scores you need four sheets. 
For the individual pupils scores you need one additional 
sheet per pupil. 

Prices: 4 sheets 10c; 10 sheets 20c; 20 sheets 30c; 
50 sheets 70c; 100 sheets $1.20. 



CHAPTER Xn 

FOLLOW-UP TRAINING IN FITTING THE 

TYPE OF STUDY PROCEDURE TO THE 

TYPE OF STUDY MATERIAL 

Main Points of the Chapter 

1. Train pupils to fit the type of study procedure to 
the type of material by means of the following exercises: 

(1) Reviewing and discussing each of the more im- 
portant study procedures used during this course. 

(2) Class discussions of the types of study procedure 
appropriate for each of the more important types of study 
material. 

(3) Practice in using the selected types of study pro- 
cedure on the selected types of material. 

2. Keporting. 

1. Introductory Discussion. 

After the pupils have learned how to use each 
specific type of study procedure in the appropriate 
situation selected by the teacher, their next problem 
is to acquire facility in selecting and using the sev- 
eral types of study procedure appropriate for each 
type of material studied in the particular subject. 
In planning the exercises suggested in this chapter, 
first make a thorough survey of the textbook and re- 
ferences and list the several types of material most 
frequently studied in connection with the subject. 
Select several paragraphs from each type listed, and 



FITTING STUDY TYPE TO TYPE OF MATERIAL 105 

then list the several types of study procedure which 
you think most appropriate for each. List only those 
types (from this book and the references) which you 
think can be used advantageously in mastering the 
selected material. Determine where and how each 
study type should be used. The general exercises 
suggested below require a re-examination and evalua- 
tion of each main type of study, and thus furnish 
a valuable review of the course. 

(1) Reviewing the Study Procedures 

List on the board each of the more important 
study methods used in this course, and at class time 
review and discuss the list before taking up the next 
section. 

(2) Class Discussion of the Study Procedures Ap- 
propriate for Selected Paragraphs 

Now assign one of your selected paragraphs for 
study. When the pupils have finished studying the 
paragraph, take up and discuss the various study 
procedures used by various pupils. Relate the meth- 
ods used to the listed types of study. See that the 
advantages of each type are fully discussed, but do 
not dictate the type to be used. Similarly treat one 
paragraph from each selected type of material. 

(3) Practice Exercises in Using the Selected Types 
of Study on the Appropriate Type of Material 

Using the rest of your selected paragraphs, give 
the class much practice in using the study procedures 



106 EXEBCISES IN STUDY AND BEADING 

agreed upon as most appropriate for each type of 
material. 

2. Reporting 
The writer does not deem it best to require a de- 
tailed report on the exercises suggested in this chap- 
ter, because such reporting would be very burdensome 
at a time when the teacher is already over-burdened 
with the duties incident to rounding up the work of 
the year. However, a general report on your exper- 
iences with this part of the course is desirable. 



OUTLINE 



CHAPTER I : INTRODUCTION 

1. The study problem 11 

2. Habits of study 14 

3. The supervised study problem 17 

4. Comprehension in silent reading the prime re- 
quisite in learning to study 19 

5. General directions , . . 20 

6. Cautions 22 

7. Suggested time distribution of the exercises. . . 24 

8. Studying and reciting 27 

PART I 

GENERAL PROBLEM OF RAPID THOUGHT 
GETTING 

CHAPTER II: PRELIMINARY TESTING OF 

SPEED AND COMPREHENSION FOR 

DIAGNOSIS AND MOTIVATION 

1. Diagnosis 31 

2. Motivation 31 

3. Preliminary testing 32 

( 1 ) Test of comprehension alone 32 

(2) Test of combined rate and comprehen- 
sion 33 

(3) Test of rate alone 33 

4. Lesson plan 35 

5. Report on testing 35 



108 EXERCISES IN STUDY AND READING 

CHAPTER III: TRAINING TO INCREASE THE 

VISUAL SPAN AND THE SPEED WITH 

WHICH PUPILS "SEE" WORDS 

1. Introductory discussion and suggested training 38 

(1) Diagnosis and motivation 39 

(2) Use of brief exposure methods for de- 
monstration and practice 40 

(3) Practice exercises in silent reading con- 
sciously directed toward increasing rate, 
but accompanied by special precautions 
for avoiding serious loss in comprehen- 
sion 42 

2. Checking up results 43 

CHAPTER IV: TRAINING IN GETTING 
THOUGHT RAPIDLY 

1. Introductory discussion and suggested training 45 

(1) Diagnosis and Motivation 46 

(2) Practice exercises for increasing the 
rapidity of thought getting 46 

2. Checking up results 49 

3. Summary of Chapters II, III, and IV 50 

PART II 
SPECIFIC PROBLEMS IN COMPREHENSION 

CHAPTER V: TRAINING TO CONCENTRATE 

UPON THE READING MATTER 

IN HAND 

1. Introductory discussion and suggested training 51 

(1) Diagnosis, motivation, checking up, etc. 52 

(2) Practice exercises in quickly concen- 
trating 52 

(3) Practice exercises in quickly finding the 
first statement relevant to a given prob- 
lem or question 53 

(4) Practice exercises in recalling the prob- 



OUTLINE 109 



lem often while reading for its solution 54 
(5) Following a systematic study schedule. 56 

CHAPTER VI * TRAINING IN MAINTAINING 
A LONG SPAN OF ATTENTION 

1. Introductory discussion and suggested training 57 

(1) Diagnosis, motivation, etc. 58 

(2) Practice exercises in recalling the points 
of longer and longer sentences and pa- 
ragraphs 58 

(3) Practice exercises in selecting relevant 
points and holding such points in mind 
while reading for further relevant 
points 60 

(4) Practice exercises in selecting and hold- 
ing in mind relevant points, under a 
time limit 61 

2. Thorndike-McCall test for checking up and 
motivation 62 

3. Summary of Chapters V and VI 62 

CHAPTER VII: TRAINING IN " VISUALIZING ' ' 

THE DETAILS OF WHAT IS READ 
1. Introductory discussion and suggested training 64 

(1) Diagnosis and demonstration 65 

(2) Practice exercises in describing what 
"pictures", places, and experiences 
come to mind as the pupil reads a pas- 
sage 6Q 

(3) Practice exercises in making simple 
charts, drawings, etc., to represent what 

is read 67 

(4) Practice exercises in identifying read- 
ing content with concrete personal ex- 
periences 68 

(5) Using ready-made pictures, slides, etc., 
to clarify or supplement printed discus- 
sions 70 



110 EXERCISES IN STUDY AND READING 

CHAPTER VIII : TRAINING IN GETTING THE 

MEANINGS OF SENTENCES AND 

PARAGRAPHS 

1. Introductory discussion 74 

2. Diagnosis, motivation, practice, and checking 
up 75 

3. Practice exercises in properly emphasizing the 
elements of sentences 75 

(a) Practice exercises in telling what the 
sentence says, asks, etc 76 

(b) Practice in picking out the small group 
of words which quite adequately express 
the thought 76 

(c) Practice in picking out the one or two 
words which are most essential to the 
thought of the sentence 76 

(d) Grouping words and phrases to show 
meaning . 77 

(e) Practice in picking out the mere help- 
ing words 77 

4. Practice exercises in properly emphasizing the 
elements of paragraphs 78 

(a) Having pupils to tell, in their own 
words, what the paragraph says, asks 
etc. . . . 78 

(b) Picking out the few sentences or clauses 
which quite adequately express the es- 
sential idea of the paragraph 78 

(c) Picking out the most important sentence 

or statement of a paragraph 78 

(d) Bringing together sentences or clauses 

so as to show real meaning 79 

(e) Picking out the mere helping sentences 79 

5. Practice exercises in interpreting and carrying 
out written directions furnished by the teacher 79 

6. Practice exercises in doing experiments, con- 
structions, etc., according to printed directions 80 



OUTLINE 111 



CHAPTER IX: TRAINING TO READ UNDER 
THE GUIDANCE OF A SPECIFIC PURPOSE 

1. Introductory discussion and suggested training 82 

(1) Diagnosis, motivation, checking up, etc. 84 

(2) Practice in discovering that each well 
organized unit of printed matter ans- 
wers some definite question 84 

(3) Practice in stating, in advance of read- 
ing, just what the pupil "expects" to 
get from reading the proposed topic ... 85 

(4) Practice exercises in listing the import- 
ant questions answered by the selection 86 

(5) Practice exercises in stopping occasion- 
ally to anticipate the following material 86 

(6) Practice exercises in listing the ques- 
tions, queries, etc., that suggest them- 
selves as the pupil reads 87 

(7) Class exercises in finding the parts of 
the selection which accurately answer 
definitely stated questions 87 

(8) Practice exercises in preparing lessons 
assigned in the form of definite ques- 
tions or problems 88 

2. Summary of Part II 90 

PART III 
ORGANIZING AND IMPRESSING THOUGHT 

CHAPTER IX : TRAINING PUPILS TO PAUSE 

OCCASIONALLY FOR SUMMARY AND 

CONNECTIONS 

1. Introductory discussion and suggested training 91 

(1) Diagnosis and motivation 92 

(2) Study recitations using guided prac- 
tice in reviewing and summarizing at 
proper intervals 93 



112 EXERCISES IN STUDY AND READING 

(3) Practice in making outlines during the 
study period, as the means of keeping 
the material and connections in mind . . 95 

(4) Checking up results 97 

CHAPTER XI : FINAL TESTING, AND TAKING 

STOCK OF THE ACCOMPLISHMENTS OF 

THE ENTIRE COURSE UP TO 

THIS POINT 

1. Introductory discussion 100 

2. Final testing of rate and comprehension 101 

3. Report on final testing 102 

4. Taking stock of the entire course up to this 
point 102 

(1) Comparative standing in the three test- 
ings ...102 

(2) Discussion of results for the class as a 
whole 103 

(3) Special account of exceptional pupils.. 103 

(4) Critical estimate of value of each type 

of exercise 103 

(5) Projected plans for follow-up training. 103 

CHAPTER XII: FOLLOW-UP TRAINING IN 

FITTING THE TYPE OF STUDY 

PROCEDURE TO THE TYPE OF 

STUDY MATERIAL 

1. Introductory discussion and suggested train- 
ing 104 

(1) Reviewing the study procedures used in 
the course 105 

(2) Class discussion of the study procedures 
appropriate for selected paragraphs 105 

(3) Practice exercises in using selected types 
of study on the appropriate type of 
material 105 

2. Reporting .106 



